Dáil Éireann Debate, Tuesday - 24 February 2026
522. Deputy Sorca Clarke asked the Minister for Education and Youth the criteria and provision for one-to-one support in mainstream classes for children with additional needs; the number of children currently receiving such support; and whether there are plans to expand this support to ensure inclusion for children who cannot access a dedicated SEN class. [14422/26]
Amharc ar fhreagra524. Deputy Sorca Clarke asked the Minister for Education and Youth the supports and interventions in place for children who require SEN placements but live outside the catchment area of schools with available SEN classes; and whether additional funding or provisions are being considered to ensure equitable access. [14424/26]
Amharc ar fhreagraI propose to take Questions Nos. 522 and 524 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.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an education that meets their needs.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children and young people with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support in their schools and for schools to deploy resources based on each student’s individual learning needs.
In addition, special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
My department also provides funding for assistive technologies for students where they are required. Information on these supports is available also via the local SENO.
These supports along with developed curriculum aim to provide a child/young person with the highest standard of education in mainstream classes, special classes and special schools.
The provision of health-related supports, including speech and language therapy services, is the responsibility of the HSE, and matters in relation to the provision of health-related services should therefore be directed to that body or to the Department of Health.
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.
