Dáil Éireann Debate, Wednesday - 11 February 2026
129. Deputy Roderic O'Gorman asked the Minister for Education and Youth the working definition used by her Department for the term inclusion and for the term complex needs (details supplied); and if she will make a statement on the matter. [10532/26]
Amharc ar fhreagraEnabling students with special educational needs to receive an education that meets their needs 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 department has long held the position that children should be educated in the most inclusive environment possible. For the vast majority of children, this means being educated alongside their peers in mainstream schools and classes. To support those who attend mainstream classes, but who may have some additional needs, the department has allocated approximately 15,000 special education teachers to schools to assist them in meeting those needs. There are, however, some children whose needs are at a level of complexity that they cannot have those needs met in a mainstream environment.
A continuum of provision applies in respect of system supports for children and young people with complex special educational needs:
Special classes in mainstream schools. • Special classes are part of a continuum of educational provision that enable students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools. They offer a supportive learning environment to students who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day.
Special schools. • Special schools support students with more complex special educational needs in cases where enrolment in mainstream or in a special class would be unable to meet their needs. To enrol in a special school a student must have a professional report stating that he/she has a diagnosis of disability (in line with the designation of the special school in question) and that their special educational needs are of such complexity that a special school placement is required.
The department is aware that language is ever evolving and regularly engages with stakeholders such as the National Disability Authority on the use of disability language and terminology. A considerable body of work is nearing completion the outcomes of which will inform future policy, practice and the type of language used to describe students with special educational needs.
