Dáil Éireann Debate, Tuesday - 10 February 2026
633. Deputy Matt Carthy asked the Minister for Education and Youth the NCSE supported special schools which are located in permanent buildings; those which are in interim accommodation; those which have modular buildings adjoining permanent buildings, in tabular form; and if she will make a statement on the matter. [10282/26]
Amharc ar fhreagraThe recently published €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030 prioritises investment in special schools with 20 special schools included in the 105 projects to proceed to tender or construction in 2026 and 2027. Since 2020, more than 85 school building projects have been completed across circa 60 special schools — representing 42% of the special school cohort. A further 13% of the special schools’ estate will benefit from projects currently in construction and going into construction during 2026 and 2027. These projects completed to date have delivered over 340 new classrooms and extensive facility upgrades.
A key achievement in the special school sector has been the provision of accommodation solutions to facilitate the establishment of sixteen new special schools since 2020. These schools have provided circa 650 additional special school places to date, with plans in train to further expand this provision. When combined with climate action related projects, this represents approximately 58% of special schools that have benefited from new, improved, or repurposed accommodation since 2020.
Most new special schools are established in existing accommodation that is repurposed to meet the accommodation requirements for pupils with additional needs. The Department led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities and will give a good picture of the nature of accommodation at all schools including special schools. This will facilitate good strategic overview and decision-making on priorities for further investment in the existing special school estate.
