Written Answers Nos. 601-620
601. Deputy Emer Currie asked the Minister for Education and Youth whether there is additional support for special schools for sanitary products for special schools who cater for children aged 4-18 plus; and if she will make a statement on the matter. [11723/26]
Amharc ar fhreagraThe Government is committed to increasing funding to support schools and the Programme for Government includes a commitment to increasing capitation funding to schools of all types to ensure that they can meet their day-to-day running costs.
The Government allocated €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs.
Enhanced rates of capitation currently apply to all students in special schools. The increased capitation rates will result in up to 139 special schools now receiving increased rates of capitation for students aged 12 and over, on a similar basis as their peers in mainstream post-primary schools. This adjustment reflects the higher costs associated with education provision for older students and ensures funding on a fair and equitable basis across educational settings for all students.
These increases will take effect from September 2026.
The Deputy may also wish to note that the Programme for Government, Securing Ireland’s Future, includes the commitment to provide free period products in schools to ensure no student is held back due to period poverty. Arising from the work of the inter-departmental group led by the Department of Health, the Office of Government Procurement (OGP) established a procurement framework that includes period products across Governments departments and other bodies. During development of this Framework, at the request of my department, it was arranged that it could be accessed by any primary or post-primary school, including special schools.
My department will continue to participate in the work of the inter-departmental group and work to ensure the Programme for Government commitment is progressed.
602. Deputy Pa Daly asked the Minister for Education and Youth if she is aware of delays in the provision of approved assistive technology for primary school pupils in County Kerry including a school (details supplied); whether applications approved by the National Council for Special Education (NCSE) are awaiting approval letters from her Department before schools can purchase equipment; the reason for these delays; and if she will make a statement on the matter. [11746/26]
Amharc ar fhreagra603. Deputy Pa Daly asked the Minister for Education and Youth whether she is aware that assistive technology applications submitted in March 2025 for pupils attending a school (details supplied) including pupils with dyslexia and dysgraphia, were approved by the NCSE but remain outstanding due to delays at Departmental level; the steps being taken to address this backlog; and if she will make a statement on the matter. [11747/26]
Amharc ar fhreagraI propose to take Questions Nos. 602 and 603 together.
Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
The Assistive Technology Scheme supplements the overall funding approach for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment to access the school curriculum. For children with more complex disabilities who require such equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools can apply for this equipment under the Assistive Technology Scheme.
Under the terms of this scheme, to qualify for assistive technology equipment, a student must be diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential to allow the student to access the curriculum.
Schools make application directly to their local Special Educational Needs Organiser (SENO), providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
SENOs will review the application and the supporting professional reports to establish whether the criteria of the scheme have been met. They will then make a recommendation to my department as to whether assistive technology is required. Based on this recommendation, my department will decide on the level of grant, if any, to be provided.
Regarding the applications (4) referred to by the Deputy, recommendations from the SENO were received by my Department on 16th of January 2026. Decision letters were subsequently issued to the school on the 12th of February 2026.
604. Deputy Jennifer Whitmore asked the Minister for Education and Youth whether schools are permitted to set their own enrolment deadlines for special classes; whether her Department has any role or influence in determining such deadlines; and if she will make a statement on the matter. [11766/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
It is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.
Under the provisions of this act, all schools are required to have admissions policies which have been approved by the patron following consultation with staff and parents of students who are attending the school. It is a key requirement of the act that all school admission policies are fair and transparent.
Parents may apply to enrol their child in a school of their choosing and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Nonetheless, it may result in some students not obtaining a place in the school of their first choice.
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.
605. Deputy Paul Murphy asked the Minister for Education and Youth the timeline for the replacement of the prefabricated classrooms located on a site (details supplied); and if she will make a statement on the matter. [11768/26]
Amharc ar fhreagraModular accommodation was installed in Summer 2021 at the site of the school referred to by the Deputy to accommodate interim accommodation for another post-primary school which has since relocated to its permanent site.
The modular accommodation referred to by the Deputy is now under the management of DDLETB, patron of the school referred to by the Deputy.
606. Deputy Louis O'Hara asked the Minister for Education and Youth for clarification on a person's school bus pickup point (details supplied); and if she will make a statement on the matter. [11774/26]
Amharc ar fhreagraBus Éireann operates the school transport scheme on behalf of the Department of Education and Youth. The purpose of the scheme is to provide transport for children living remotely from their nearest school.
As part of the operation of the scheme, Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann advise that they are following up with local office staff regarding the matters raised. The School Transport Section of my Department will furnish this information directly to the Deputy as soon as it is available.
607. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the total level of Exchequer funding spent by her Department on funding NGOs, by organisation, in tabular form; and if she will make a statement on the matter. [11795/26]
Amharc ar fhreagra608. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the total level of Exchequer funding spent on funding NGOs by her Department, in each of the years since 2022, in tabular form; and if she will make a statement on the matter. [11813/26]
Amharc ar fhreagra609. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the assessments that are carried out to determine the level of Exchequer funding that any NGO receives from her Department on an annual basis; and if she will make a statement on the matter. [11831/26]
Amharc ar fhreagra610. Deputy Barry Ward asked the Minister for Education and Youth the position regarding any direct lobbying she has received from any NGO in relation to her annual funding; and if she will make a statement on the matter. [11853/26]
Amharc ar fhreagraI propose to take Questions Nos. 607, 608, 609 and 610 together.
My aim is to continue delivering on the commitments set out in the Programme for Government and to support students, staff, and families across the education sector. My Department receives several submissions from a range of different stakeholders in the education sector and from organisations involved in other areas of public policy throughout the year and especially in the lead up the annual Budgetary process. These submissions are reviewed and these inform areas for consideration that are negotiated as part of the annual budgetary process and within set fiscal parameters. Following the publishing of the Revised Estimate Volumes on the gov.ie website and subsequent approval by Dáil Éireann, funding is allocated to the relevant external parties that support the Department in fulfilling its objectives.
My Department, and the bodies under its aegis, fund a wide range of non-profit organisations in the education area. In the absence of an agreed definition of a non-governmental organisation (NGO) it is not possible to say if any of these non-profit groups consider themselves to be NGOs. It is not a category of funding recipient that is distinguished within the programmes which my Department operates
I have, however, enclosed a breakdown of funding to non-profit organisations as per our Financial Management System for the years 2022-2024. Please note 2025 figures are provided separately and are provisional figures that will not be finalised until completion of the 2025 appropriation accounts.
611. Deputy Roderic O'Gorman asked the Minister for Education and Youth when the report of the Dublin 15 Special Education Taskforce will be published; and if she will make a statement on the matter. [11891/26]
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 promotes that students will be supported to receive an education in the most inclusive setting possible.
A new taskforce to support the forward planning of special education provision in the Dublin 15 area was established to support planning for the 2025/26 school year. The Dublin 15 area has experienced significant increases in population growth in recent years, with high levels of migration into the area and includes areas with social disadvantage.
The taskforce also considered the development of a common application system for admission to primary special classes. The voice of parents has been a key component of the taskforce. Parent representation on the taskforce includes representatives from the Autism School Dublin 15 (ASD15) group, the National Parents Council and parents from the local area.
The taskforce’s recommendations are currently being examined. The NCSE is leading work at a local level with school principals on running the admissions trial for another year. The key focus of my department remains working with the NCSE and school patron bodies to secure additional special classes.
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.
612. Deputy Michael Healy-Rae asked the Minister for Education and Youth the number of special needs assistant posts that have been created and attached to a mainstream class since SENO reviews began; and if she will make a statement on the matter. [11895/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed.
The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised we have paused the review of the SNA allocations.
Minister Naughton, myself, the Tánaiste and the Taoiseach are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
613. Deputy Barry Heneghan asked the Minister for Education and Youth the number of applications received in each of the past five years seeking permission for students in special schools to remain for an additional year where they reach 18 years-of-age before 1 September; the number of such applications approved and refused; and if she will make a statement on the matter. [11899/26]
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.
Special schools funded by the department are classified as primary national schools and are intended, in accordance with the provisions of Rule 64(1) of the Rules for National Schools, to provide an education for children and young persons with special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from the department for an exemption from Rule 64(1) in respect of students over the age of 18 who are pursuing learning programmes leading to accreditation which align with the National Qualifications Framework.
Details of the number of applications received from 2021/22 to 2025/26 is provided on the attached table.
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.
|
Over 18's Applications between 2021/2022 to 2025/2026 |
|
|
|
|
Year |
No. of Applications received |
No. of pupils additional year Sanctioned |
No. of pupils additional year Refused |
|
2025/2026 |
73 |
71 |
2 |
|
2024/2025 |
66 |
65 |
1 |
|
2023/2024 |
70 |
68 |
2 |
|
2022/2023 |
74 |
69 |
5 |
|
2021/2022 |
117 |
111 |
6 |
|
Totals |
400 |
384 |
16 |
614. Deputy Barry Heneghan asked the Minister for Education and Youth the basis for the current rule that prevents students in special schools from returning once they reach 18 years-of-age before 1 September, particularly where students in mainstream settings may complete transition year or an additional year of education; and if she will make a statement on the matter. [11900/26]
Amharc ar fhreagra615. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department is reviewing the criteria and decision making processes for granting an additional year in special schools, including Circular M02/95 and the exemption from the Rule 64 application process; and whether consideration is being given to allowing schools submit fuller supporting educational and clinical documentation; and if she will make a statement on the matter. [11901/26]
Amharc ar fhreagra616. Deputy Barry Heneghan asked the Minister for Education and Youth the engagement her Department has had with the National Council for Special Education regarding supports for students who are not yet ready to transition to adult services but are ineligible to remain in special schools due to current age related rules; and if she will make a statement on the matter. [11902/26]
Amharc ar fhreagra617. Deputy Barry Heneghan asked the Minister for Education and Youth whether consideration is being given to introducing a structured additional transition-type year for students in special schools following completion of senior cycle, to better support progression into adult services; and if she will make a statement on the matter. [11903/26]
Amharc ar fhreagra618. Deputy Barry Heneghan asked the Minister for Education and Youth the way in which she intends to ensure equity of opportunity between students in mainstream and special school settings in accessing an additional year of education where this is educationally and clinically recommended; and if she will make a statement on the matter. [11904/26]
Amharc ar fhreagraI propose to take Questions Nos. 614, 615, 616, 617 and 618 together.
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special schools support children and young people aged between 4 and 18 years of age with the most complex special educational needs and ensure positive links are established and fostered between the home, school and other agencies for these students.
Special schools funded by my department are classified as primary national schools. They are intended, in accordance with the provisions of rule 64(1) of the Rules for National Schools, to provide an education to children and young people, with special educational needs, aged from 4 years until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my department for an exemption from rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation which align with the National Qualifications Framework. The application form for the Extension of Enrolment of Students over the age of 18 for the 2026/2027 School Year has recently issued to all special schools. A decision cannot be made without receipt of a fully completed application form; each application is considered on a case-by-case basis.
Where an application is unsuccessful the school is aware of the transition supports available in terms of post-school options for the student.
I would like to assure the Deputy that the department remains committed to addressing the challenges associated with the designation of special schools as primary schools, on an ongoing basis. This issue has been raised in the context of the Review of Education for Persons with Special Educational Needs (EPSEN) Act 2004. The department is progressing the development of an Implementation Plan arising from this Review. A review of the designation of special schools will be considered as part of the development of this Implementation Plan.
My department and the National Council for Special Education (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.
619. Deputy Louise O'Reilly asked the Minister for Education and Youth if she is aware of an application (details supplied) with her Department since before the Covid-19 pandemic for the replacement of the temporary buildings that account for approximately 90% of a school structure; and if she will make a statement on the matter. [11915/26]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter my Department’s pipeline of school buildings to provide three mainstream classrooms, one special education tuition room, and a two-classroom special educational needs (SEN) base. The project has been devolved for delivery to the school authority.
The project is currently at Stage 2a (detailed design) of the architectural design process. A Stage 2a report has been received and is under review from both a technical and cost perspective, in line with the requirements of the Infrastructure Guidelines.
An application for funding under the Emergency Works Scheme (EWS) for fabric defect repairs to a prefabricated building on the school grounds was recently submitted to my Department. This application has been approved by the EWS team and is now with the school to progress.
Regarding funding for the ASA project, all surveys, site investigations and professional services necessary to progress the project are funded by my Department. All submissions for payment received to date from the school in respect of the ASA project have been fully processed and paid.
In line with the National Development Plan (NDP), the progression of all ASA projects is managed within the Department’s overall prioritisation process. As the Deputy will be aware, my department recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. 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.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
620. Deputy Michael Cahill asked the Minister for Education and Youth to immediately reverse the decision to cut four permanent SNAs at a school (details supplied); and if she will make a statement on the matter. [11924/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed.
The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised we have paused the review of the SNA allocations.
Minister Naughton, myself, the Tánaiste and the Taoiseach are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
