Written Answers Nos. 557-576
558. Deputy John Paul O'Shea asked the Minister for Education and Youth in light of the criteria for the award of incremental credit as set out in Circulars 10/2001, for primary teachers 29/2007, and 29/2010 for post-primary teachers, if a formal mechanism of appeal exists for teachers whose applications for recognition of overseas service have been refused; and if she will make a statement on the matter. [14845/26]
Amharc ar fhreagraThe criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for primary teachers, and Circulars 29/2007 and 29/2010 for post-primary teachers. Circular 29/2007 set out the scheme in consolidated format and Circular 0029/2010 extended the Scheme for the Award of Incremental Credit to teachers working in the post primary private school sector within the EU.
The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC). These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and outside the EU. There is no provision for the award of Incremental Credit under the scheme in Circular 29/2007 in respect of private post primary teaching service outside the EU.
There is no provision under the scheme, as outlined in Circular 29/2007 for an appeal of a negative decision of an incremental credit application for teaching service.
There is an appeal for Relevant Non-Teaching service for teachers and special needs assistants only.
559. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review the correspondence regarding post-primary special class places (details supplied); if she will address the concerns raised; if she will provide an update on the matter; and if she will make a statement on the matter. [14874/26]
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 students with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
The NCSE is undertaking analysis of information provided through the Parents Notify process which closed on 1 October to plot demand for special class places for the 2026/27 school year. The NCSE will also consider vacant places in existing special classes and places that will become available through the regular transition of children from primary to post-primary schools.
The new timeline will afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements.
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. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. 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.
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.
I want to assure you also that my department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all students are successful in accessing an education.
560. Deputy Conor D. McGuinness asked the Minister for Education and Youth if her Department has received correspondence from a school (details supplied); if her Department has responded to this correspondence; if she will ensure a review of the matter raised; and if she will make a statement on the matter. [14887/26]
Amharc ar fhreagra561. Deputy Conor D. McGuinness asked the Minister for Education and Youth if she has received correspondence from a school (details supplied); if she has responded to this correspondence; if she will ensure a review of the matter raised; and if she will make a statement on the matter. [14889/26]
Amharc ar fhreagraI propose to take Questions Nos. 560 and 561 together.
As the Deputy is aware, I have recently published the NDP Sectoral Investment Plan for the Education and Youth Sectors. 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. Two school projects in county Waterford were included in the 105 prioritised projects in the first tranche of projects to progress to tender or construction over the course of 2026 and 2027. This list of projects were prioritised from those projects in the department’s pipeline which were sufficiently advanced to enable them to go to tender or construction over the course of 2026 and 2027.
A department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects. This process will involve engagement with key stakeholders and individual schools.
I can confirm that my department is in receipt of correspondence from the school in question and is currently being considered in this context. Once a decision has been made the school will be informed directly in the first instance.
563. Deputy Mary Lou McDonald asked the Minister for Education and Youth the provision supports and services to survivors of Institutional Abuse, as agreed through previous mediation with this group. [14839/26]
Amharc ar fhreagraLast July, the Oireachtas passed the Supports for Survivors of Residential Institutional Abuse Act 2025.
The Act has two main purposes – to enable the delivery of ongoing health and education supports to survivors of abuse in residential institutions and to allow the formal dissolution of Caranua.
The package of supports builds upon the already significant State response to this issue.
In the context of the mediation process referred to by the Deputy, the Taoiseach made a number of commitments to the survivor group concerned. Following the conclusion of that process, Government has now agreed to implement those commitments.
Government has agreed to strengthen this package of health supports to be provided under the 2025 through the appointment of specified liaison officers within the HSE and through improved access to counselling and physiotherapy services.
Government has also approved the expansion of the education support payments scheme under the Act to provide support for informal learning and self-development, as well as formal learning.
In addition, there were further commitments relating to housing, funeral costs, criminal records, and a further Government apology.
The Department is now working with relevant departments to finalise the arrangements for the delivery of the supports as soon as possible, and further information will be published on the Department’s website and communicated as widely as possible through relevant groups and agencies.
564. Deputy Niall Collins asked the Minister for Education and Youth to provide an update on plans for a major building programme (details supplied); and if she will make a statement on the matter. [14914/26]
Amharc ar fhreagra565. Deputy Niall Collins asked the Minister for Education and Youth to confirm the contacts she has had in respect of the accommodation needs of a school (details supplied); if she appreciates the concerns of the school community on the matter and will offer assurances; and if she will make a statement on the matter. [14915/26]
Amharc ar fhreagraI propose to take Questions Nos. 564 and 565 together.
The major building project referred to by the Deputy will deliver a new 1,000 pupil post primary school with 6 classrooms for children with special education needs.
The project will be delivered under my Department's ADAPT 4 Programme – Programme Innovate.
This programme uses a professional external Programme Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
This project is currently at the initial stage of architectural planning- Stage 1, where a site and current building assessment is carried out, and initial design sketch schemes are created. The Stage 1 meeting took place in December 2025 and the submissions are currently being considered by my Department.
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 my department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the school referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
My Department will continue to keep the school and it’s patron body updated as the project progresses.
566. Deputy Eoin Ó Broin asked the Minister for Education and Youth if it is correct that following a review carried out, a school (details supplied) will see a reduction in SNA support allocation; if it is accepted that this will result in children with need not having access to support they require; if the cut will be reconsidered; and if she will make a statement on the matter. [14916/26]
Amharc ar fhreagraThis government is fully committed to supporting children 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 education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
I have listened carefully to all of the issues raised by parents and school communities.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
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.
567. Deputy Mairéad Farrell asked the Minister for Education and Youth further to Parliamentary Question No. 349 of 12 February 2026, her views on whether there should be pay equity between principals of special schools and principals of mainstream schools; and if she will make a statement on the matter. [14967/26]
Amharc ar fhreagraI am keenly aware of the valuable work that Principals and Teachers within Special Schools do in supporting pupils with special education needs and I recognise the very important work done by the Principals and Teachers in the running of these schools. The pay for principals applies to those working in mainstream primary schools and special schools.
Following close engagement with special schools, with awareness of the challenges they face, in addition to a number of other support measures introduced for special schools, the new post of administrative deputy principal has been assigned in all special schools with leadership and management functions and to support learning and parental and community engagement. It is also important to note that the overwhelming majority of children and young people with special educational needs are enrolled in mainstream schools.
Amendments to Teachers' Terms and Conditions, including pay and allowances, give rise to significant cost issues and can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions or through the Teachers Conciliation Council (TCC) forum.
The current pay agreement, the Public Service Agreement 2024-2026, contains a local bargaining provision under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment. As these industrial relations processes are confidential to the parties it would not be appropriate for to provide further comment.
568. Deputy John Connolly asked the Minister for Education and Youth the number of children in primary and post-primary schools who are receiving support through the assistive technology grant, by school level; and if she will make a statement on the matter. [14970/26]
Amharc ar fhreagra569. Deputy John Connolly asked the Minister for Education and Youth the number of students attending gaelscoileanna who have been refused an assistive technology grant in 2025 to date, by county; and if she will make a statement on the matter. [14971/26]
Amharc ar fhreagra570. Deputy John Connolly asked the Minister for Education and Youth the number of appeals made under Circular 0010/2013 regarding the assistive technology grant in 2025 to date; the number upheld, part-upheld and refused; if she will provide the breakdown of applications, decisions and appeals, by county; and if she will make a statement on the matter. [14972/26]
Amharc ar fhreagra571. Deputy John Connolly asked the Minister for Education and Youth if her Department uses a previous refusal of an assistive technology grant at primary level when considering a new application at post-primary level for the same child; if so, the basis for this approach; and if she will make a statement on the matter. [14973/26]
Amharc ar fhreagraI propose to take Questions Nos. 568 to 571, 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.
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.
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. Where a new application for an Assistive Technology Grant is submitted, I can confirm that officials in my department do not take any previous refusal into account. Instead, each new application is accessed solely on the supporting evidence and documentation provided by the school as part of that application.
The following sets out the number of appeal applications received under the Assistive Technology Scheme from 2025 to date:
|
County |
No. of Appeals |
Upheld |
Refused |
In Process* |
|
Carlow |
4 |
1 |
3 |
|
|
Cavan |
4 |
1 |
|
3 |
|
Cork |
32 |
4 |
4 |
23 |
|
Clare |
1 |
1 |
|
|
|
Dublin |
19 |
4 |
12 |
4 |
|
Galway |
3 |
1 |
1 |
1 |
|
Kerry |
2 |
|
1 |
1 |
|
Kildare |
11 |
1 |
6 |
4 |
|
Laois |
5 |
|
1 |
4 |
|
Leitrim |
1 |
|
|
1 |
|
Limerick |
2 |
|
1 |
1 |
|
Louth |
2 |
|
1 |
1 |
|
Mayo |
5 |
|
1 |
4 |
|
Meath |
16 |
|
9 |
7 |
|
Offaly |
2 |
|
1 |
1 |
|
Sligo |
2 |
|
|
2 |
|
Tipperary |
2 |
1 |
1 |
|
|
Westmeath |
3 |
1 |
|
2 |
|
Wexford |
3 |
1 |
|
2 |
|
Wicklow |
1 |
|
|
1 |
Position as at 20th February 2026
*Appeal applications considered to be In Process include those that are:
• Awaiting further information.
• An application for Assistive Technology was not received at the outset.
• Appeal application is newly received.
In response to the deputy’s query as to the number of students attending gaelscoileanna who have been refused an assistive technology grant in 2025 to date, our records indicate that there was 18 students in total as follows:
|
County |
Refusals |
|
Carlow |
1 |
|
Dublin |
8 |
|
Galway |
4 |
|
Kilkenny |
1 |
|
Limerick |
3 |
|
Wexford |
1 |
The following sets out the number of primary and post primary claims made following the purchase of Assistive Technology by schools for the fiscal years 2021 to 2025:
|
Year |
2025 |
2024 |
2023 |
2022 |
2021 |
|
Primary Schools |
3,672 |
3,758 |
3,566 |
3,119 |
2,775 |
|
Post Primary Schools |
1,626 |
1,566 |
1,353 |
1,085 |
991 |
|
Total |
5,298 |
5,324 |
4,919 |
4,204 |
3,766 |
My department remains 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.
572. Deputy John Connolly asked the Minister for Education and Youth the training, professional development and guidance provided to special educational needs organisers in relation to assessing applications for the assistive technology grant; and if she will make a statement on the matter. [14974/26]
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.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
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.
573. Deputy Ryan O'Meara asked the Minister for Education and Youth when the portal will be open for students to apply for school transport for the 2026/2027 academic year; and if she will make a statement on the matter. [14985/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
The Bus Eireann portal is not yet open for 2026/27 applications, however details will be available shortly on the application and payment deadlines for the upcoming school year.
Families who wish to avail of school transport and have their eligibility status assessed should apply on-line in a timely manner to Bus Éireann on Bus Éireann’s website at: www.buseireann.ie
Further information on plans for the 2026/27 school year will be available shortly.
575. Deputy Cathal Crowe asked the Minister for Education and Youth if she will provide clarification on matters relating to special needs assistants who may be losing their posts (details supplied); and if she will make a statement on the matter. [14988/26]
Amharc ar fhreagraThis government is fully committed to supporting children 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 education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of SNAs allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNA's play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
I have listened carefully to all of the issues raised by parents and school communities.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
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.
