Dáil Éireann Debate, Tuesday - 13 January 2026
1112. Deputy Paul Lawless asked the Minister for Education and Youth the statutory role and duties of a Special Educational Needs Organiser (SENO), including how decision making and accountability operate in practice; and if she will make a statement on the matter. [74580/25]
Amharc ar fhreagraThe Special Educational Needs Organiser (SENO) employed by the National Council for Special Education (NCSE) plays a crucial function within the framework of special education. SENOs are charged with a variety of responsibilities to ensure that students with special educational needs (SEN) receive suitable individualised support and services.
SENOs assess and identify students with SEN at primary, post primary and special school levels. The role involves significant interaction with parents, children, teachers, school leaders, health care professionals, school authorities, the HSE, Tusla and other relevant government agencies. SENOs collaborate with schools, parents, and external agencies to provide suitable services and interventions for students.
SENOs work with schools to support best outcomes for students in the context of school developed student support plans that outline the specialised assistance necessary for each student. They provide advice to schools, as appropriate, in line with the model of allocation of additional teaching and SNA support to schools. They also facilitate the allocation of essential resources, such as assistive technology.
The SENO role is a multi-faceted and responsive role aimed at supporting the inclusion of the student with special needs in their appropriate educational setting. SENOs ensure schools adhere to national policies governing special education and work to ensure that children with SEN receive the best educational support.
Each SENO works in a regional team reporting to a Team Manager who in turn reports to one of two National Coordinators within the NCSE. Each team is comprised of a number of professionals, including advisors, visiting teachers, therapists and behaviour practitioners. The teams operate under quality assurance standards in decision making on relevant processes which are aligned with total quality management principles of standardisation, ownership and continuous improvement.
