Dáil Éireann Debate, Tuesday - 17 February 2026
682. Deputy Paul Lawless asked the Minister for Education and Youth if she will ensure that transition planning for autistic pupils is carried out in line with NCSE guidance, and that children are provided with placements appropriate to their assessed needs, sensory profiles and support requirements, rather than being offered any available place where no suitable provision exists; and if she will make a statement on the matter. [12556/26]
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 vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students 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 advocates that students will be supported to receive an education in the most inclusive setting possible.
My department recognises the importance of supporting student transitions into and from school settings while ensuring that students with more complex needs are supported optimally.
The National Strategy and Action Plan for Lifelong Guidance is about helping people to make better choices about their education, career and life choices, through information, advice and guidance counselling services. The proposals in the action plan include providing guidance delivered by appropriately trained professionals for students in special schools for the first time.
In addition, the NCSE has published transition guidelines between all stages of education that are designed to assist parents to support their children to make successful transitions.
The NCSE is leading a nationwide pilot program in transitions planning for students attending special schools in Ireland. This initiative, known as the CES Pilot 2025/26, aligns with the goals and commitments outlined in the Comprehensive Employment Strategy (CES). The pilot aims to comprehensively explore and enhance the transition process for students from special schools to post-secondary options.
Under the National Human Rights Strategy for Disabled People 2025 – 2030 First Programme Plan of Action 2025-2026 there is a commitment that to work within Government and with others to improve retention rates and progression for disabled children and young people as they deal with transitions within education. This will support their participation and progress as they move from home through early learning and school to further education and enter the world of work or other adult paths.
An inter-departmental steering group co-chaired by my Department, DCDE and DFHERIS has been established to oversee this work. The group recently met to agree a schedule of work. A priority action for the group is the development of a National Policy on Transitions.
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.
