Written Answers Nos. 516-536
516. Deputy Albert Dolan asked the Minister for Education and Youth the number of early intervention preschool classes for autistic children in mainstream schools and special schools that are being redesignated as primary autism classes-other special classes for the 2026-27 school year; and if she will make a statement on the matter. [14381/26]
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.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs. Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.
Early intervention classes are available in mainstream and special school settings for children aged 3 - 5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants. A list of special classes including class type is available on the NCSE website.
The NCSE in collaboration with the Department of Education and Youth may re-designate an early year’s class to a primary age class where there is verified demand for increased special class provision in the locality. Whilst all stakeholders are agreed on the value of early intervention, the NCSE must consider the legislative requirement for children over six to attend school.
The NCSE work closely with the department to ensure we explore all viable options in increasing such provision to meet the local need. In some areas, where students are leaving an early intervention class and have not secured suitable primary specialist provision, the NCSE may re-designate the class. This is done to ensure they can continue with their specialist educational placement at primary level.
Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention. However, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.
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.
517. Deputy Marie Sherlock asked the Minister for Education and Youth to provide a list of all State agencies within her Department that allocate programme and project funding to section 39, section 56 and section 10 organisations; and if she will make a statement on the matter. [14388/26]
Amharc ar fhreagraThe information in respect of state bodies under the aegis, within the scope of the Deputy’s question, is not held by my department.
State bodies have been provided with the question and have been advised to respond directly to the Deputy.
518. Deputy Marie Sherlock asked the Minister for Education and Youth the State agencies within her Department that have made provision for the pension auto enrolment payment as part of their allocation to funded organisations; and if she will make a statement on the matter. [14406/26]
Amharc ar fhreagraThe Auto-Enrolment Retirement Savings System is administered by the National Automatic Enrolment Retirement Savings Authority (NAERSA).
Responsibility for employer compliance with the scheme lies with NAERSA. Revenue, will provide payroll data to NAERSA who will then use this in identification and enrolment of eligible employees.
Employers will be required to complete their profile on the MyFutureFund employer portal using their Revenue Online Services (ROS) credentials before January 2026 to ensure they are compliant with their obligations under the legislation. They must ensure that their payroll systems are capable of calculating and submitting contributions, and that employee contributions are matched in accordance with the scheme’s requirements.
It is important to note that all employers, to comply with the legislation underpinning MyFutureFund, regardless of their status or funding arrangements. This also includes where employees are on short term contracts or working multiple part-time jobs.
As part of the 2026 Budgetary process, additional funding has been provided to support auto-enrolment costs arising in organisations funded through the Department.
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.
525. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth further to Parliamentary Question No. 120 of 12 February 2026, if she will address specifically the funding gap between special classes at primary level and post primary level. [14478/26]
Amharc ar fhreagraThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The Department has secured €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. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294.
The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
The majority of children with special educational needs are supported to attend mainstream classes with their peers, through the provision of resources such as Special Education Teachers and Special Needs Assistants. This is an estimated 25% of the total student population, or 240,000 children and young people with special educational needs, that are supported in mainstream classes.
Over 30,500 students with more complex needs are enrolled in special classes and special schools this school year – an increase of 67% since 2020.
The Department of Education and Youth provides funding and resources to support the opening of the new special classes, which includes teachers, special needs assistants, capitation grants, furniture and equipment grants and professional development training from the NCSE. In addition, funding for the repurposing of existing accommodation or the provision of modular accommodation for new special classes is also provided. The vast majority of new special classes are being provided in repurposed available school accommodation. New streamlined arrangements were introduced in Circular Letter 0080/2024 (www.gov.ie/en/department-of-education/circulars/new-measures-to-support-the-forward-planning-for-special-education-provision/) to provide grant funding for schools repurposing accommodation for special classes. Further information on these arrangements is available in Circular Letter 0039/0025 (www.gov.ie/en/department-of-education/circulars/approach-and-key-measures-to-support-the-forward-planning-for-special-education-provision-for-the-20262027-school-year-and-beyond/) and also here (www.gov.ie/en/department-of-education/publications/sen-repurposing-information/).
Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.
Local special educational needs organisers (SENOs) are available to assist and advise schools on available supports. SENOs may be contacted using the contact details available on the NCSE website here (www.ncse.ie/special-educational-needs-organiser-seno).
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.
526. Deputy Richard Boyd Barrett asked the Minister for Education and Youth when she will approve and release funding for a permanent school building for a school (details supplied); and the steps her Department is taking to address the substandard temporary accommodation currently housing the school. [14499/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will be delivered under the Department's ADAPT programme.
The ADAPT programme uses a professional external Programme Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the design stages of architectural planning to Tender and Construction.
The brief for the school referred to by the Deputy is the development of a new 12 Classroom primary school with additional classrooms for pupils with Special Educational needs, on a green-field site. The major building project is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred agreed design option can be developed to a stage where the project is fully cost planned and the scheme can be prepared to lodge for statutory approvals with the local authority.
My department has reviewed the Stage 2(a) Submission from the Design Team. The Stage 2(a) Stakeholders meeting was held on the 2nd of July 2025, with representatives from the School Authorities, Design Team, Project Manager and my department in attendance. The meeting concluded with a request for the Design Team to submit a Stage 2(a) Addendum report addressing issues raised by my department at the meeting.
My department has received and are currently reviewing the Stage 2(a) Addendum report. Upon review of the Stage 2(a) Addendum report, my department will advise all Stakeholders regarding the further progression of the project.
As the Deputy will be aware, I have 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.
These Projects are in addition to €71.61 million in capital funding for County Sligo schools between 2020 and 2025. Over that period, a total of 24 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 6 school projects in County Sligo under construction.
This summer, 7 schools are approved to undergo works as part of the Summer Works Scheme / Climate Action scheme. In addition, since 2020 a total of 16 special classes have been opened in Sligo, 1 of which were sanctioned for September 2026.
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 Gaelscoil Chnoc na Ré will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
I should explain that applications relating to the provision of funding for issues relating to an existing school building can fall under a number of different delivery mechanisms including, most frequently, the Summer Works Scheme and the Emergency Works Scheme and could include the upgrade or provision of play areas and/or car parking and set down areas.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
The purpose of the SWS is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school.
The Climate Action Summer Works Scheme (which was previously named the Summer Works Scheme) places a strong emphasis on sustainability. Schools can now undertake additional measures such as insulation upgrades, LED lighting installation, EV charger provision, bike rack facilities to support active travel and other climate-focused works alongside traditional maintenance.
The newly announced Climate Action Summer Works opened for applications on the 1st May and the application winder closed on the 30th June 2025, full details of the scheme can be found under [Summer Works Scheme]. The EWS is open for applications year-round. It is open to the school to make an application under the most appropriate scheme.
527. Deputy Mark Wall asked the Minister for Education and Youth if she will consider a request to make changes to a school bus route to better serve students in a local area (details supplied). [14503/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Schemes, children are eligible for transport at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Temporary alleviation measures (TAMs) have continued for the 2025/26 school year at post-primary level. This means that, if there are available services and enough capacity, transport is provided for concessionary pupils who are eligible for transport to their nearest school but are attending their second nearest post-primary centre. This is only if they have applied and paid or entered medical card details on time.
Routes are planned so that, as far as possible, no eligible child will have more than 3.2 kilometres to travel to a pick-up point. Children are generally expected to make their own way, or to be brought to convenient pick-up points along the main route. Routes cannot be altered for concessionary/TAMs pupils.
Bus Éireann have advised that the family referred to by the Deputy are concessionary (TAMs) as they are attending their second nearest post primary centre and that the pupil resides 4.6km from their nearest pick up point.
Bus Éireann have further advised that the road with the requested pickup point is not suitable to support a large PSV vehicle safely.
528. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth for an update on construction commencement for the 32-classroom school earmarked for a school (details supplied); the likely timescale for opening; the timescale for temporary accommodation being provided on the fourth primary school site in the interim; and if she will make a statement on the matter. [14532/26]
Amharc ar fhreagraThe major project for school referred to by the Deputy will be delivered under the Departments ADAPT Programme.
The project had previously been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects. This school was in the bundle referred to as Project Lee.
The brief for this project is for the development of a new build 32 classroom primary school with additional classrooms for children with Special Educational Needs, including a GP Hall and other ancillary accommodation on a new site at Tandy’s Lane Village in Adamstown.
A replacement Design Team was appointed in 2024.
The outgoing Design Team had submitted an amended planning application to the Local Authority, and grant of planning was received in June 2024 , with 9 conditions.
The Department received the handover of all design documentation related to the project from the outgoing design team. Following receipt of this information and a due diligence review, the replacement design team commenced Stage 2(b) Detailed Design, which includes the preparation of the Stage(b) report. The Stage 2(b) report was submitted to the Department for review in July 2025 and is currently under review. In parallel with completion of the Stage 2(b) documentation, the Design Team completed the prequalification process, to establish a shortlist of suitably qualified contractors.
My Department is currently considering interim accommodation needs for the school for 2026/27 and is in ongoing contact with the patron in this regard. My Department expects to confirm the position to the patron very shortly.
As the Deputy will be aware, I have 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.
My department will continue to build on the progress made over recent years with the continued rollout of these 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. This list includes the project at Adamstown Castle ETNS and 19 other projects in County Dublin.
These projects are in addition to €1,794.95 million in capital funding for Dublin schools between 2020 and 2025. Over that period, a total of 244 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 64 school projects in Dublin under construction.
The 105 prioritised projects will progress to tender and/or construction on a rolling basis over the course of 2026 and 2027 and within the context of NDP funding parameters. The timing of project progression will reflect the need to carefully manage the rollout of these projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP funding.
Department officials will continue to engage closely patron bodies, management bodies and schools with respect to the timing of the progression of projects to tender and/or construction over the period 2026 to 2027. This will include continued engagement with Adamstown Castle ETNS with respect to the progression of its project to tender.
The current status of all projects continues to be set out under item number ten at the following link: www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
2(b) report and tender documents.
529. Deputy Micheál Carrigy asked the Minister for Education and Youth the progress of the additional accommodation application for a school (details supplied); if she is aware that the school’s design has been submitted to her Department and is currently awaiting assessment; if she will acknowledge the significant space constraints at the school where special education teachers are currently operating at the back of active classrooms and in the main hall; and if she will make a statement on the matter. [14559/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter my Department’s pipeline of school building projects to provide two Special Education Tuition (SET) rooms. This project has been devolved for delivery to the school authority.
I can confirm that a Stage 1/2a report was received by my department in December 2025 and is currently being reviewed. This report will undergo a comprehensive technical and cost review. All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
I can assure the Deputy that my department is very cognisant of the requirement around the delivery of accommodation for this school. As the Deputy will be aware, I have 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.
530. Deputy Paul Lawless asked the Minister for Education and Youth if she will review the criteria for assistive technology supports to ensure that children with Down syndrome are not excluded from eligibility, particularly in cases where the child cannot write their name and has clear educational need; and if she will make a statement on the matter. [14560/26]
Amharc ar fhreagra531. Deputy Paul Lawless asked the Minister for Education and Youth if she will review the appeals process for assistive technology refusals to ensure transparency and fairness, particularly for children with complex needs; and if she will make a statement on the matter. [14561/26]
Amharc ar fhreagra532. Deputy Paul Lawless asked the Minister for Education and Youth the supports which are available for families of children with Down syndrome who require assistive technology but have been refused under current criteria; and if she will make a statement on the matter. [14562/26]
Amharc ar fhreagraI propose to take Questions Nos. 530 to 532, inclusive, 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. This includes children with Down Syndrome and others who require essential specialist equipment to access the school curriculum.
The Assistive Technology Scheme is provided by my department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to the department where assistive technology/ specialised equipment is required. The NCSE operates within the department's criteria in making recommendations for support.
To qualify for equipment under the Assistive Technology Scheme, a student must have been 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 applications 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 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 the assistive technology is required or not. Based on this recommendation, my department will decide on the level of grant, if any, to be provided.
Where assistive technology is not recommended, this decision is communicated to the school. It is open to the school to appeal this decision. The appeals process is outlined on my Department’s website at the following link: www.gov.ie/en/service/237c68-assistive-technology-grant/. Any such appeal will be dealt with as a priority by my department. Separately, where an appeal has been unsuccessful, but new information becomes available, it is open to the school to submit a new application to the SENO for consideration.
Given the sensitive nature of the personal data submitted by schools as part of application process, and in line with obligations under the General Data Protection Regulation (GDPR), officials in my department do not have access to the professional reports provided nor is the category of disability made known. These reports remain with the local SENO. Accordingly, my department has no information to indicate that children with Down Syndrome have been excluded from eligibility.
Officials in my department are currently undertaking a review of the Assistive Technology Scheme, with one of the key goals being to streamline the application process. As part of the review, all aspects of the application and appeal processes will be examined to ensure that they are transparent and fair. The overarching aim is to ensure that children who require assistive technology to access the curriculum will receive their equipment in as expedited a manner as possible.
533. Deputy Conor D. McGuinness asked the Minister for Education and Youth if the policy measures to boost teacher supply, including permanent contracts after one year, announced in April of last year, have been progressed; when legislation on this issue will be brought into effect; how else this legislation might attract teachers abroad to come home; and if she will make a statement on the matter. [14564/26]
Amharc ar fhreagraTo ensure that we deliver the best quality education system possible, the Department is planning for the school workforce of the future. The critical importance of the education workforce is recognised in the new Programme for Government 2025 - Securing Ireland’s Future, which includes a commitment to -Develop a workforce plan for the education sector to ensure that we continue to attract, retain and return people into the sector and that the appropriate conditions and supports exist to ensure that they meet the needs of children and young people, society and the economy over the coming decades.
A number of strands of workforce development are underway, including initial planning for delivering on the Programme for Government commitment.
A project focused on Strategic Workforce Planning for the Teaching Workforce in Ireland commenced in October 2024. The project is supported by the European Union via the Technical Support Instrument (TSI) and implemented by UNESCO, in cooperation with the European Commission is expected to be completed within two years.
The project aims to consider the sustainability of the teaching profession in Ireland, with a focus on the factors that impact teacher supply, drawing on both qualitative and quantitative research methodologies, including a desk review of relevant literature, statistical analysis, surveys and interviews. It will examine EU and international good practices in the planning and management of teacher workforces, incorporating peer-learning workshops and a study visit.
Co-creation with educational stakeholders is an integral part of the project. Their insights will strengthen the quality of the analysis, and this approach will help to develop greater agreement amongst stakeholders on teacher supply issues in Ireland and the required solutions. It is envisaged that the recommendations put forward in the context of the project will feed into the development by the Department of a strategic workforce plan for the teaching workforce in Ireland.
With regard to the earlier announcement regarding permanent contracts after one year, officials within my Department are currently engaging with the teacher unions and the school management bodies to finalise the details of the new scheme. This will see teachers who started teaching in September 2025 gain a permanent contract a year earlier than they would have previously, by qualifying for the award of a Contract of Indefinite Duration, where they have been re-appointed following a competitive recruitment process.
Details of the scheme will be published once this process has been completed. This process is expected to conclude in Q1 this year. The introduction of this measure is aimed at addressing the situation where teachers are providing ongoing service over a number of years without access to permanency.
The Department continues to engage closely with stakeholders to address teacher supply and retention challenges. These measures reflect our commitment to ensuring that every school has the resources needed to provide an excellent education for all students.
534. Deputy Denise Mitchell asked the Minister for Education and Youth the options available to the parents of a child (details supplied) who has been unable to secure a school place in their local area for the coming intake; the steps being taken to increase provision of primary school places in this area; and if she will make a statement on the matter. [14580/26]
Amharc ar fhreagra555. Deputy Cian O'Callaghan asked the Minister for Education and Youth the steps she will take to ensure there is a school place for a child (details supplied); and if she will make a statement on the matter. [14822/26]
Amharc ar fhreagraI propose to take Questions Nos. 534 and 555 together.
Parents have the right to choose which school to apply to 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. However, this may result in some students not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/
536. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will address concerns raised in correspondence regarding the allocation of additional needs school places (details supplied); and if she will make a statement on the matter. [14615/26]
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.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes last month, which is several months earlier than last year. 301 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes.
Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
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.
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.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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.
