Darren O'Rourke
Ceist:433. Deputy Darren O'Rourke asked the Minister for Education and Youth the cost of reintroducing the allowance for teachers teaching Irish in Irish-medium schools since after 2012. [37751/25]
Amharc ar fhreagraSchool Staff
Ceisteanna (433)
Freagraí scríofa
The Public Service Agreement (PSA) 2024-2026 provides for a local bargaining provision where employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment.
In terms of the possible reintroduction of this allowance, this is one of the matters that may come under consideration under the local bargaining provision of the PSA 2024-2026 and as matters under industrial relations processes are confidential to the parties it would not be appropriate for me to comment any further at this time.
School Funding
Ceisteanna (434)
Darren O'Rourke
Ceist:434. Deputy Darren O'Rourke asked the Minister for Education and Youth the cost of increasing extra support for those learning Irish as an additional language. [37752/25]
Amharc ar fhreagraFreagraí scríofa
The Department of Education and Youth uses an allocation model to decide how to distribute special education teachers across mainstream schools. Every school in the country receives an allocation of additional special education teaching hours per week based on the level of need.
The key principle that underpins the special education teacher model is that the child with the greatest level of need should receive the greatest level of support. The board of management and principal oversee how resources, including human resources, and special education teaching hours, are being used to meet this objective. Special education teaching hours may be allocated to provide additional support for students learning Irish as an additional language if this is deemed to be the greatest level of need of the children in question.
Irish language support hours, provided for under the Gaeltacht School Recognition Scheme, can also be used for this purpose if deemed suitable. It is also worth noting that there is a commitment in the current Programme for Government (2025) to ‘consider ways to enhance supports to Gaelscoileanna and Gaelcholáistí, particularly in Gaeltacht areas, which have a high proportion of students whose first language is neither Irish nor English’.
Work is currently underway in my department to develop a new policy on Irish-medium education outside of the Gaeltacht and an action plan for Irish in English-medium schools.
In order to inform these developments, comprehensive public consultation processes have been conducted to gather the views of stakeholders, including young people, parents and guardians, education professionals, education stakeholders and Irish-language organisations. Sealbhú, a research centre in DCU, has carried out an analysis of the information gathered throughout both consultations.
In developing the policy and the plan, the priorities which have been identified by stakeholders during the consultation processes are being considered, including calls for additional support for those learning Irish as an additional language. These priorities are being examined in light of existing provision, as well as questions in relation to teacher supply and the department’s budgetary and legislative context.
I expect to receive a draft of the policy on Irish-medium education outside of the Gaeltacht and the action plan for Irish in English-medium schools in the coming months for my review. If I am satisfied with the draft received, it is intended that the policy and plan will be published in autumn 2025.
School Facilities
Ceisteanna (435)
Darren O'Rourke
Ceist:435. Deputy Darren O'Rourke asked the Minister for Education and Youth the cost of carrying out a review of all science labs in the country to ensure they are up to date and capable of performing well in exams. [37753/25]
Amharc ar fhreagraFreagraí scríofa
The survey and associated cost of reviewing the condition of the current school estate including accommodation for science laboratories will be considered in the context of the outcome of the ongoing Energy and Condition survey on schools and my Department's NDP allocation.
The Department can identify opportunities to transform existing schools and the plan for a future wider rollout in this regard will be informed by the outcome of an Energy and Condition survey of all schools which is currently underway and due for completion by mid-2026. The subsequent analysis of this significant amount of data will take some time but will help determine priorities going forward in relation to retrofit and refurbishment projects. The process may ultimately identify a requirement for the replacement of some accommodation, but this is not expected to be widespread.
My Department provides science labs with the construction of all new post-primary schools respectively, for example, 6 science laboratories plus 3 preparation areas for a 1,000 pupil post-primary school. These facilities may also be provided where a major building or refurbishment project is being delivered for an existing school. Since 2020, my Department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,375 school building projects. Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. A recent Government decision has approved €210m supplementary capital funding for my department which brings the total capital allocation for 2025 for my department to €1.6billion.
The Deputy may be aware that I recently announced details in respect of the Summer Works Scheme 2026 onwards. The purpose of this scheme is to devolve funding to individual school authorities to undertake small-scale building works which, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The scheme will operate on a multi-annual basis for a number of categories including the upgrade of science laboratories.
As part of the NDP Review process, all departments, including my department, are currently engaging with the Department of Public Expenditure, NDP Delivery and Reform with respect to NDP allocations for the period 2026-2030. It is expected that there will be clarity on these allocations over the course of the summer period, and this will allow my department to plan its capital investment programme for the 2026 to 2030 period in line with prioritised needs and reflecting, as appropriate, wider Government priorities. Maximising existing capacity in schools to meet needs is very important. The progression of prioritised individual projects to meet the most urgent needs in the 2026 to 2030 period that cannot be met through existing capacity across schools in the local area will be considered on a rolling basis from Autumn onwards after the NDP allocations are finalised.
National Educational Psychological Service
Ceisteanna (436)
Darren O'Rourke
Ceist:436. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of NEPS psychologists employed and working in the system to date. [37754/25]
Amharc ar fhreagraFreagraí scríofa
I would like to thank Deputy O'Rourke for his question regarding my department’s National Educational Psychological Service (NEPS).
It may be helpful to first outline the work of the service. NEPS provides educational psychological support to all primary, post-primary, and special schools.
NEPS provides all schools with:
• psychological support in the event of a Critical Incident,
• a casework service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA),
• the School Staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools,
• ongoing access to advice and support for schools,
• and an advisory service to schools where a psychologist is not available due to a vacancy.
The number of educational psychologists currently employed in NEPS stands at 234 whole time equivalents (WTE) across six regions.
My department is making every effort to recruit additional educational psychologists. Since January 2023, NEPS has supported bursaries for Trainee Educational Psychologists who are enrolled in the University College Dublin Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in Maynooth Universities professional doctorate in educational psychology.
Those in receipt of a bursary commit to joining NEPS upon graduation. There are over 70 Trainee Educational Psychologists in receipt of a bursary who are expected to join NEPS upon graduation.
The Public Appointments Service recently advertised a recruitment campaign for Educational Psychologists recently and successful candidates should be appointed shortly.
School Facilities
Ceisteanna (437)
Darren O'Rourke
Ceist:437. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of sensory rooms there in schools across the State; and the further number required to address demand. [37756/25]
Amharc ar fhreagraFreagraí scríofa
The provision of a sensory room, at primary and post primary level respectively, form part of a suite of ancillary facilities such as a central activities space, multi activity room, as well as outdoor soft play areas, provided as part of new school buildings or where a major building or refurbishment project is being delivered for an existing school which includes provision for special education needs. Schools have installed sensory rooms through these projects and a variety of other supports.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. Over the last two years, the department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year and which maximises school autonomy in terms of the range of ancillary accommodation associated with special education needs (SEN) classes.
Under the new streamlined arrangements for the establishment of SEN classes, an enhanced grant amount of €30,000 is paid for each new SEN classroom sanctioned and opened for the 2025/26 school year. This is one single grant paid by my department to replace the need for a school to apply for separate funding individually in respect of a SEN Start-Up Grant, loose F&E Grant, ICT Grant and a Sensory Room. Under this process, schools have flexibility as to how they deploy this funding subject to the understanding that this constitutes a final capital grant covering core requirements in the areas of furniture and equipment, classroom ICT, sensory room fit out grant / creation of a quiet space, and room decoration. Consequently, comprehensive data for all schools that have a sensory room in schools across the state is not readily available.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan (NDP), involving the completion of over 1,375 school building projects. Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. A recent Government decision has approved €210m supplementary capital funding for my department to support the provision of special education accommodation and meet school place needs. This brings the total capital allocation for 2025 for my department to €1.6 billion.
Educational Disadvantage
Ceisteanna (438)
Darren O'Rourke
Ceist:438. Deputy Darren O'Rourke asked the Minister for Education and Youth the cost of implementing the DEIS plus programme from September 2025. [37757/25]
Amharc ar fhreagraFreagraí scríofa
Tackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education and Youth. The DEIS programme is a key policy of government to tackle concentrated educational disadvantage at school level.
My department is investing over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme. This is additional to the universal measures including the free schoolbooks scheme that support children and young people at risk of educational disadvantage in all schools.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle educational disadvantage. Part of delivering this objective will be the introduction of a new DEIS Plus scheme to support schools with the highest levels of disadvantage.
To inform the development of the DEIS Plus scheme, I have established a design advisory group with principals, Home School Community Liaison and School Completion Programme coordinators who work every day with children from areas of high inter-generational disadvantage. This group, which I met in March, led by officials from my Department are using a student-centred design approach to identify the resources needed to ensure the DEIS plus scheme will meet the needs of children and young people at acute risk of educational disadvantage.
My department is also intensifying its engagement with other government departments and agencies, the education partners, and stakeholders across the education sector to develop the DEIS Plus scheme.
The details of the DEIS plus scheme are currently in development. I am committed to delivering a new DEIS Plan this year to outline my department’s overall approach to tackle educational disadvantage, and the DEIS Plus scheme will be an important part of that plan.
Special Educational Needs
Ceisteanna (439)
Michael Cahill
Ceist:439. Deputy Michael Cahill asked the Minister for Education and Youth further to Parliamentary Question No. 329 of 1 July 2025, the way in which she can justify 22 early intervention classes in Cork and only two in Kerry; and if she will make a statement on the matter. [37759/25]
Amharc ar fhreagraFreagraí scríofa
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students’ progress from primary level to post-primary.
Where the NCSE identifies need for an early intervention class, the class is sanctioned, and supports are provided by my department to ensure the school can accommodate the class.
The NCSE continue to monitor and review the need for early intervention classes across the country on a year to year basis.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
School Funding
Ceisteanna (440)
Claire Kerrane
Ceist:440. Deputy Claire Kerrane asked the Minister for Education and Youth if she is aware of a request for financial support from a newly amalgamated school (details supplied) where only one grant funding will be provided to subsidise the pay of secretaries upon amalgamation, reducing the amount the school receives from €46,550 to €23,275 despite no reduction in staffing levels; if she will support the request for funding to ensure the school does not face a financial blow for amalgamating; and if she will make a statement on the matter. [37831/25]
Amharc ar fhreagraFreagraí scríofa
Capitation grant funding calculation is based on the total enrolment in the school as at September of the school year multiplied by the current rate. Capitation funding for voluntary secondary schools is currently €345 per student but will increase to €386 from September 2025. The amalgamation should have no impact on the capitation funding due to the new school.
Voluntary secondary schools receive two different secretary grants and two caretaker grants as outlined in Circular 0082/2020. The calculation of these grants is capped at a maximum enrolment of 350 students. Due to this maximum enrolment rule it may be the case that the amalgamated school in the 25/26 school year would receive less funding for these grants compared to the prior year.
The Financial Support Services Unit (FSSU), funded by my Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Correspondence has been recently received from the FSSU on behalf of this school in relation to their amalgamation and the ancillary-related costs. Schools Division Financial section will be reviewing the individual circumstances in this school and will communicate directly with the school in due course.
Schools Building Projects
Ceisteanna (441)
Darren O'Rourke
Ceist:441. Deputy Darren O'Rourke asked the Minister for Education and Youth the average cost of opening a new Gaelcholáiste in Dublin. [37847/25]
Amharc ar fhreagraFreagraí scríofa
There is a commitment in the Programme for Government to expand opportunities for pupils and students to attend Gaelscoileanna and Gaelcholáistí. Work on the development of a new policy for Irish-medium education outside of the Gaeltacht is in progress in my Department.
This policy will sit within the overall framework of the 20-year Strategy for the Irish language and will build on the achievements of the Policy on Gaeltacht Education. Among the objectives for the new policy are exploring how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased as part of the patronage process.
There are now 248 Gaelscoileanna and 50 Gaelcholáistí across the country. Between 2020 and 2024, capital expenditure of circa €405 million was invested in Irish-medium schools, demonstrating the department’s commitment to the Irish-medium school sector.
The costs associated with establishing a new Gaelcholaíste varies considerably. The variance is impacted by among other factors, the extent of the accommodation to be provided, the extent of refurbishment of existing accommodation and any provision of new build accommodation, the linkage between new and existing facilities, the nature of site topography, geographical location and costs associated with complying with statutory requirements. The extent of the accommodation provided is informed by the Department's design guidelines for new schools while the basic building cost limit set by my department was increased from €1,990 per square metre to €2,420 last March to reflect underlying construction inflation. Site specific issues (such as poor ground conditions, traffic management arrangements, access roads, etc.) are costed separately on a project by project basis under the heading of Abnormal Costs.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,375 school building projects. Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. A recent Government decision has approved €210m supplementary capital funding for my department which brings the total capital allocation for 2025 for my department to €1.6bn.
As part of the NDP Review process, all departments, including my department, are currently engaging with the Department of Public Expenditure, NDP Delivery and Reform with respect to NDP allocations for the period 2026-2030. It is expected that there will be clarity on these allocations over the course of the summer period, and this will allow my department to plan its capital investment programme for the 2026 to 2030 period in line with prioritised needs and reflecting, as appropriate, wider Government priorities. Maximising the use of existing capacity in the school estate to meet the requirement for the establishment of new Gaelcholáiste is very important in this context and is envisaged to expected to play an increasing role as a delivery mechanism in future.
School Funding
Ceisteanna (442)
Michael Healy-Rae
Ceist:442. Deputy Michael Healy-Rae asked the Minister for Education and Youth whether a funding model will be provided to introduce talks from former gambling industry employees to secondary school students; as schools are currently asked to provide funding to invite guests themselves which is often not feasible; and if she will make a statement on the matter. [37852/25]
Amharc ar fhreagraFreagraí scríofa
Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including drugs, alcohol and gambling. This is mainly done through the SPHE programme. SPHE forms part of the mandatory Wellbeing area of learning at Junior Cycle. Wellbeing in Junior Cycle is about young people feeling confident, happy, healthy and connected, and it is one of the principles that underpins Junior Cycle education.
An updated Junior Cycle SPHE specification was introduced in all in September 2023. It places a strong focus on the development of important life skills that young people need growing up in a fast changing and complex world. The learning outcomes of the Making Healthy Choices strand in the updated specification include that students should be able to "discuss societal, cultural and economic influences affecting young people when it comes to making healthy choices about smoking, alcohol and other addictive substances and behaviours, and how harmful influences can be overcome in real-life situations". In the specification’s Glossary of Key Terms, addictive behaviours are defined as including “gaming, gambling and social media addictions”.
An updated Senior Cycle SPHE specification was approved by the Minister for Education in 2024. Schools have until 2027 to introduce this new specification. In the course of the consultation on the Background Paper and Brief for the redevelopment of Senior Cycle SPHE, participants commonly talked about addictive substances and behaviours such as alcohol use and gambling and the need for students to be enabled to recognise addiction and the impact of addiction on emotional wellbeing, on decision-making and on family and friends. The learning outcomes of the Health and Wellbeing strand reflect the outcome of the consultation and include that students should be able to “explain the pathways towards addiction, the signs and consequences of different kinds of addictions and where to go and how to access help, if needed”.
There is no specific funding provided of the nature described by the Deputy. However, a portal site was developed by the NCCA where teachers can access SPHE/RSE teaching and learning resources for all levels in primary and post-primary. The role of the online toolkits is to provide supports for teachers in preparing for and teaching SPHE/RSE. They can also be used to support professional conversations in school and for professional development at a team or whole staff level.
For example, the resources for Junior Cycle SPHE include an article by Jigsaw called ‘Gaming and Mental Health’, which centres on advice for young people in relation to gambling. Senior Cycle SPHE also includes some resources in relation to gambling and addiction in general, such as ‘Pathways to Addiction’, by Psychology Today Ireland, and ‘Addiction and the Brain’, by the American Institute of Biological Sciences.
Oide, the support service for teachers, has provided a series of two day professional learning events for teachers of SPHE in relation to the updated SPHE curriculum specifications and further events are planned during the 25-26 school year.
Decisions on which programmes and initiatives, if any, schools participate in are taken at school level. The Department provides clear guidance to schools on the engagement of outside speakers and on the use of external resources to assist in delivering the curriculum. These guidelines are most recently outlined in updated circular 0042/2018 for primary schools and 0043/2018 for post primary schools. While the circulars make specific references to the Wellbeing area of the curriculum, the guidance should apply in general in relation to external speakers or resources.
As per the above circulars, both primary and post-primary schools are to ensure all external facilitators have not only completed the Garda Vetting process, they must also demonstrate an understanding of the Department’s Wellbeing Policy Statement and Framework for Practice and appropriate training and qualifications. They are obliged to work under the guidance and supervision of the relevant classroom teacher, who remains in the classroom with the students at all times and retains a central role in the delivery of the subject matter. Their work must also be compliant with the school’s child protection policy. A school’s principal and Board of Management approve all external facilitators, and parents and guardians are to be made aware in advance of the content of the programme.
School Discipline
Ceisteanna (443)
Jen Cummins
Ceist:443. Deputy Jen Cummins asked the Minister for Education and Youth whether TUSLA staff have been provided with a practice directive policy or internal guidance concerning the use of physical restraint in Irish schools; and if she will make a statement on the matter. [37863/25]
Amharc ar fhreagraFreagraí scríofa
My department has ongoing engagement with TUSLA relating to child protection and the recently published guidelines on Behaviours of Concern.
On December 12, 2024, the department published the "Understanding Behaviours of Concern and Responding to Crisis Situations in Schools" guidelines.
The guidelines have been developed to address uncertainty for staff on how to respond when facing crisis situation where there are concerns regarding physical safety. They aim to enhance schools' understanding of behaviours of concern and support them in effectively managing crisis situations. They focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation.
Development of the guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice.
The guidelines place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive, and planned behavioural approach by the school.
It is very important to note that the Guidelines do not replace any existing obligations or processes, statutory or otherwise, that already exist in this area. If a parent wishes to make a complaint, they should follow the complaints procedure as set out by the school. If there are child protection allegations, Tusla and An Garda Síochána continue to be the relevant authorities.
Following concerns raised by a parents’ groups regarding the management of referrals to TUSLA, representatives from my department engaged with both TUSLA and the National Parents Council. As a result of these discussions, my department was informed that TUSLA would be issuing a practice directive on the handling of such referrals. However, as this matter falls under the remit of the Department of Children, Disability and Equality, any further queries should be directed to that department.
If a parent or guardian has a child protection concern, they should inform the school principal about it. Under the Children First Act 2015, registered teachers are required to report any significant child protection concerns to Tusla, the Child and Family Agency, and to assist in assessing any risks.
If there are reasonable grounds to believe a child may have been, is being, or is at risk of being abused or neglected, parents or guardians can report their concerns in person, by phone, or in writing to the local social work duty service where the child lives. Contact information for Tusla’s social work teams is available online.
The Department endeavours to ensure that policies, resources and supports for schools are underpinned by extensive reviews of research and evidence. Further, the policy-making process is informed by the outcomes of consultations with relevant stakeholders and professionals, including cross sectoral engagements with Tusla.
Any further queries in relation to TUSLA practice directive policy or internal guidance should be addressed to the Department of Children, Disability and Equality.
Schools Building Projects
Ceisteanna (444)
Alan Kelly
Ceist:444. Deputy Alan Kelly asked the Minister for Education and Youth for a list of all capital works on schools in Tipperary that exceeded €500,000, from 2020 to 1 July 2025, by year and school, in tabular form. [37880/25]
Amharc ar fhreagraFreagraí scríofa
The information requested by the Deputy is not readily available
The information being sought will be collated and will be forwarded directly to the Deputy once available.
Special Educational Needs
Ceisteanna (445)
Jen Cummins
Ceist:445. Deputy Jen Cummins asked the Minister for Education and Youth her plans to support people learning Braille, Irish Sign Language and other ways of communication in schools; and if she will make a statement on the matter. [37899/25]
Amharc ar fhreagraFreagraí scríofa
The Department of Education and Youth provides an extensive range of supports to assist children who are Blind/ Visual Impairment or Deaf Hard of Hearing. The Department's policy, which is provided for under Section 2 of the Education of Persons with Special Needs Act 2004, aims to ensure all children with special educational needs access appropriate education intervention in mainstream settings where possible.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The visiting teacher service for the blind/ visually impaired and deaf hard of hearing forms part of the NCSE support service for schools.
The NCSE offers full school support to all staff and provides support for teachers and special needs assistants (SNA) with training needs in special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training need. Schools can apply to the NCSE for training supports directly.
To offer longitudinal support to children who are deaf, hard of hearing or blind or visually impaired, the visiting teaching service under the NCSE is available. This service provides qualified teachers, who have particular skills and knowledge of the development and education of children with varying degrees of hearing loss/visual impairment to support the child, the school and parents.
The work of the Visiting Teachers VTs involves liaising with other professionals and agencies such as ophthalmology services, low vision specialists, psychologists, early intervention teams, school staffs, and with parents. VTs provide support in the development of pre-braille skills and mobility for children with visual impairment and they discuss and demonstrate the management of low vision aids and assistive technologies. Many of the Visiting Teachers are proficient in the teaching of Braille and the NCSE also has an induction programme in place for new Visiting Teachers to learn Braille and to upskill in this area.
The Irish Sign Language tuition scheme is available to Deaf or Hard of Hearing children from diagnosis to leaving post primary school. The scheme provides funding for a weekly tuition service. Tutors visit the home of a deaf or hard of hearing pre-school child or school-going pupil to provide training in ISL for the child, their siblings, their grandparent(s) and parents or guardian.
There is also a longstanding existing provision in place to support children in mainstream settings where ISL is their primary language. The department sanctions an additional special needs assistant to schools, above their existing allocation, where a school is required to employ an individual with ISL proficiency to provide support. These dedicated SNAs will support the students in accessing the curriculum and the wider school community.
Building on this support, in March 2022, a new scheme for the provision of Irish Sign Language in-school support for students who are Deaf and whose primary means of communication is ISL was announced. Under the scheme, two new posts have been created, an ISL – Specialist Classroom Support and an ISL Advisor for the Deaf or Hard of Hearing. A recruitment campaign is currently underway for additional ISL specialist classroom support personnel.
Each year the NCSE funds teachers of children who are blind/visually impaired deaf hard of hearing to undertake specialist training in the form of a post-graduate or master’s programme in the UK.
The Department of Education also provides funding annually to Child Vision’s Reading Services, formerly National Braille Production, to provide all children with a registered visual impairment with transcriptions of educational material for primary and secondary schools, in both mainstream and special schools in Ireland.
Funding is also available to schools for specialised equipment for children who are blind/ visually impaired or deaf/ hard of hearing, under the Department of Education’s Assistive Technology scheme.
It is my priority that all of the resources and supports for children who are blind/ visually impaired or deaf/ hard of hearing, are provided when they are needed, and we will continue to engage with NCSE and the relevant stakeholders on the provision of these supports.
Special Educational Needs
Ceisteanna (446, 447)
Jen Cummins
Ceist:446. Deputy Jen Cummins asked the Minister for Education and Youth her plans to recruit teachers qualified in Braille, Irish Sign Language and other ways of communication in schools; and if she will make a statement on the matter. [37900/25]
Amharc ar fhreagraJen Cummins
Ceist:447. Deputy Jen Cummins asked the Minister for Education and Youth her plans to recruit more teachers with disabilities; and if she will make a statement on the matter. [37901/25]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 446 and 447 together.
Ensuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
The recruitment and appointment of teachers for teaching positions is managed by individual school authorities. There are over 3,700 individual school authorities, responsible for this process, including boards of management at primary and post-primary schools, as well as Education and Training Boards (ETBs).
This Government is fully committed to supporting children with special educational needs to fulfil their full potential. The Department recognises the importance of providing well-timed and appropriate support to pupils with identified learning needs.
The special education teacher (SET) allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
Schools are provided with ring-fenced SET resources for the purpose of supporting pupils with an identified and recorded special education learning need. This allocation allows schools to provide additional teaching support for pupils who require such support in their schools based on each pupil’s individual learning needs.
It is a matter for schools to deploy SET resources effectively to meet the needs identified in Student Support Plans, which should be based on the continuum of support framework. Once the Department allocates SET hours to a school it is the responsibility of the school and the board management to utilise the allocation to meet the needs of those students with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
The visiting teacher service for the blind/ visually impaired and deaf hard of hearing forms part of the NCSE support service for schools. They offer longitudinal support to children who are deaf, hard of hearing or blind or visually impaired. This service provides qualified teachers, who have particular skills and knowledge of the development and education of children with varying degrees of hearing loss/visual impairment to support the child, the school and parents.
The work of the visiting teachers (VTs) involves liaising with other professionals and agencies such as ophthalmology services, low vision specialists, psychologists, early intervention teams, school staffs, and with parents. VTs provide support in the development of pre-braille skills and mobility for children with visual impairment, and they discuss and demonstrate the management of low vision aids and assistive technologies. Many of the VTs are proficient in the teaching of Braille and the NCSE also has an induction programme in place for new VTs to learn Braille and to upskill in this area.
In terms of the curriculum, there are four modules on Irish Sign Language (ISL) available as part of the Leaving Certificate Applied Programme. This course introduces students to ISL and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture. Leaving Certificate (established) students who use ISL as their first language have been offered the opportunity by the State Examinations Commission and the Department to undertake the ISL modules from the Leaving Certificate Applied and obtain an integrated set of Leaving Certificate results which will reflect their achievement in ISL alongside their Leaving Certificate results.
In addition, at primary level, the “Say Yes to Languages” programme for senior classes in primary schools was introduced in September 2021/22 in advance of the formal inclusion of foreign languages on the Primary Language Curriculum on a phased basis from September 2025. Over the last four years, participating primary schools have used a wide range of sixteen languages as part of this programme, including ISL. In 2025/26, over 1,300 primary schools will participate in phase two the programme for 5th and 6th classes as the new curriculum is phased in from 3rd class.
Opportunities for students to learn ISL are also available during transition year. Each school designs its own transition year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests.
The Department wishes to build on this provision and ensure that ISL is provided for throughout the curriculum at primary and post-primary level. Action 5.3.9 ‘Develop a curriculum at primary and post-primary level for Irish Sign Language to support the learning of ISL and learning in other areas for ISL users’ is included in the Literacy, Numeracy and Digital Literacy Strategy published in May 2024. Since publication of the strategy, I wrote to the National Council for Curriculum Assessment (NCCA) requesting them to begin work on the development of a curriculum in ISL. This direction reflects my commitment to ensuring that there is a standard ISL pathway for learners, both as a first language and as an additional language, and a possibility of a qualification in ISL for students which can be used to access third level education.
The NCCA has undertaken research to gain insight into curriculums for sign language across a range of education systems internationally. This includes initial research to identify jurisdictions that offer sign language as a (mainstream) curricular language, and at what phases of education (early childhood, primary, and/or lower and upper secondary) sign language is offered. The desk study evidence provides a starting point for the discussion and consideration of curriculum development in ISL. The report can be found here: ncca.ie/en/publications-and-research/our-research/sign-language-in-the-mainstream-curriculum/
As is the case with other curricula, curriculum development will involve scoping the work, establishing a development group, widespread consultation with stakeholders and especially with ISL users. The development of a curriculum will always take a number of years, and it is expected that will be the case here as it will be a signed language curriculum across both primary and post-primary, which will require a unique approach. The NCCA has recruited staff with ISL expertise and initial work is underway. The issue of teachers who are suitably qualified to deliver the ISL curricula will be considered in due course as part of the overall project.
In more general terms, a range of teacher supply measures have been introduced including recently a new teacher supply measure to help teachers gain permanent roles more quickly. Additionally, the Teaching Council is to streamline the registration process for eligible teachers who qualified outside of Ireland, allowing them to apply for registration and complete their induction requirements within the country.
In addition, a PME fee refund scheme was introduced in Budget 2024 which is in addition to the work on workforce planning for teachers and SNAs, reflects the commitment to ongoing investment in the education system to address teacher supply.
I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
Question No. 447 answered with Question No. 446.
Special Educational Needs
Ceisteanna (448)
Barry Heneghan
Ceist:448. Deputy Barry Heneghan asked the Minister for Education and Youth to give an explanation that of the 399 new special classes due to open in September, only two are designated for students with mild general learning disabilities at post-primary level; the reason both are being established in the same school; and if she will make a statement on the matter. [37905/25]
Amharc ar fhreagraFreagraí scríofa
Enabling children with special educational needs to receive an appropriate education is a priority for this government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.
Under the new parents notification process introduced this year, the NCSE now have a clearer lens on the level of need for post-primary special class places and the type of special class being sought. The NCSE continue to advise that the vast majority of children and young people being notified to them require an autism special class.
Through the provision of 15,000 special education teachers in our mainstream classes, more children and young people with special educational needs are being supported in mainstream classes with their peers.
My Department and the NCSE will continue to monitor the level of need for post-primary special classes for the 2026/2027 school year and beyond.
Special Educational Needs
Ceisteanna (449, 450)
Barry Heneghan
Ceist:449. Deputy Barry Heneghan asked the Minister for Education and Youth if she will prioritise the establishment of additional special classes in mainstream post-primary schools for students with mild general learning disabilities, including those with Down's syndrome; if she will address the current shortfall in such provision, given the majority of existing classes are focused on students with autism; and if she will make a statement on the matter. [37906/25]
Amharc ar fhreagraBarry Heneghan
Ceist:450. Deputy Barry Heneghan asked the Minister for Education and Youth if her Department will develop a specific plan to support parents of children with Down's syndrome who are seeking a place in a special class in a mainstream post-primary school (details supplied); if she will respond to concerns that some students are currently not being accommodated in the existing system; and if she will make a statement on the matter. [37907/25]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 449 and 450 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
The NCSE in its statutory capacity is responsible for the processing of details relating to individual students. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need. As part of forward planning, parents are now requested to notify the NCSE directly where a child or young person requires a special class or special school place. The NCSE can advise and support families to access suitable local placements and can use this information to plan and sanction new special classes as required.
The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education. This includes special classes and special schools designated for children with mild, moderate, and severe or profound learning disabilities.
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided. This includes special classes and special schools designated for children with mild, moderate, and severe or profound learning disabilities.
In order to access these classes the student must have a professional report or recommendation stating a need for this level of support. A diagnosis for a condition such as Down Syndrome is not required.
My department and the NCSE are committed to ensuring that no matter where a child is enrolled they have access to the required supports to enable them to achieve their educational goals.
Demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. Last year my department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post-primary schools to continue planning for this level of provision.
In addition, in order to support the NCSE and forward planning my department recently published Circular 0039/2025. This circular informs school management and patrons of new measures introduced to support forward planning going forward and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October has been set in which parents must do so. This notification will provide the NCSE with valuable insights as to which children will continue to require a special class as they progress to post primary level and details on students who require a place for the first time.
The earlier date will also allow for earlier sanctioning of classes for the 2026/27 school year and it is aim of the NCSE to sanction the majority of new special by 31 December 2025.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Question No. 450 answered with Question No. 449.
Special Educational Needs
Ceisteanna (451)
Robert Troy
Ceist:451. Deputy Robert Troy asked the Minister for Education and Youth to provide an update on the provision of a new modular special educational needs unit at a school (details supplied). [37930/25]
Amharc ar fhreagraFreagraí scríofa
The school to which the deputy refers was granted approval for the provision of one special educational needs classroom under my Department's Devolved SEN Reconfiguration and Modular Accommodation programme 2024.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects. The use of my Department’s Modular Framework also assists in ensuring lead in periods for procurement of contractors are minimised to the greatest extent possible. Kerrigan Sheanon Newman Project Management (KSN) has been appointed, from my Department’s Framework, to design and tender the project and oversee all elements of construction.
Department records show that following original approval of this project, the signed form of acceptance, which is the contractual commitment for initiation of the project into delivery stage, was not submitted to my department by the school authority. My Department has re-issued approval to proceed with this project and the school authority has now returned the signed form of acceptance to my Department. The first tranche of funding will now issue to the school authority and the project will enter pre-construction stage which involves development of site surveys and detailed design.
My Department is fully aware of the urgency in respect of this accommodation and will be working closely with the project managers and the school authority to keep it updated on overall project delivery and timelines
Departmental Expenditure
Ceisteanna (452, 454)
Conor D McGuinness
Ceist:452. Deputy Conor D. McGuinness asked the Minister for Culture, Communications and Sport his Department’s expenditure on hairstyling, make-up, personal grooming and general cosmetic expenses, in each of the years 2015 to 2025, in tabular form. [36989/25]
Amharc ar fhreagraConor D McGuinness
Ceist:454. Deputy Conor D. McGuinness asked the Minister for Culture, Communications and Sport his Department’s expenditure on beauticians, make-up artists or hairdressing professionals, stylists or personal shoppers, specifying if such expenditure was on a contract or retainer fee basis, in each of the years 2015 to 2025, in tabular form. [37009/25]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 452 and 454 together.
My Department in its current configuration was established on 2 June 2025. The previous configuration of my Department as the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media was established in September 2020 and I am advised that there was no expenditure on any of the specified services referenced in the Deputy's questions for the period since 2020 in that configuration.
Broadband Infrastructure
Ceisteanna (453)
Robert O'Donoghue
Ceist:453. Deputy Robert O'Donoghue asked the Minister for Culture, Communications and Sport to outline if the conditions for copper switch-off have now been met for this process to begin; if not, when he expects this to happen; if he supports the switching off of his outdated broadband technology in favour of faster, more reliable fibre to the home broadband, which ComReg data indicated is now available to almost 90% of all premises; the plans that exist within his Department to support the process; and if he will make a statement on the matter. [37004/25]
Amharc ar fhreagraFreagraí scríofa
The Government’s Digital Connectivity Strategy (DCS) aims to have all Irish households and businesses covered by a gigabit network by 2028. A fibre network is faster, consumes less energy and is more reliable than a copper network.
The main copper network is owned by Eir (a private entity) and as such the ongoing operation and maintenance of it is a commercial matter for them. Should Eir choose to proceed with Copper Switch Off, it is required to submit a formal switch-off proposal to ComReg which will then be subject to approval and a clearly defined process.
This process which seeks to safeguard consumers during the transition from copper is laid out in the Commission for Communications Regulation (ComReg) Decision D09/23, ‘Framework for Migration from Legacy to Modern Infrastructure’, Copper Switch Off (CSO).
In addition to D09/23, ComReg also published “Guidance for Retail Service Providers on Customer Migration from Copper-Based Electronic Communication Services – Management of Migration and Future Copper Switch-Off’ (ComReg 24/76). This document provides guidance to Retail Service Providers (RSPs) on how to manage the Copper Switch Off migration process with a particular focus on steps that should be followed in relation to catering to vulnerable customers. In the guidance ComReg indicated that it would be monitoring RSPs adherence to the guidance and suggested that it may utilise its powers to amend RSPs General Authorisation if it considers greater consumer protection is required.
It should be noted that the timing of the switch-off is ultimately a commercial matter for Eir subject to it complying with the provisions of ComReg’s decision. However, the Department continues to engage with both ComReg, through a bilateral working group on Copper Switch Off, and Eir to keep apprised of any developments in this area.
Question No. 454 answered with Question No. 452.