Written Answers Nos. 846-853
846. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to calls to expand the qualifying criteria for access to SNA support for children that require additional help in a school (details supplied); the actions she will take to address the concerns outlined; and if she will make a statement on the matter. [19932/26]
Amharc ar fhreagra843. Deputy Barry Ward asked the Minister for Education and Youth the position regarding how a child is assessed in relation to qualifying for SNA support in school; and if she will make a statement on the matter. [19929/26]
Amharc ar fhreagra844. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the most recent time the assessment in relation to how a child qualifies for SNA support in school was reviewed; and if she will make a statement on the matter. [19930/26]
Amharc ar fhreagra845. Deputy Barry Ward asked the Minister for Education and Youth the position regarding any engagement she has had with the NCSE in relation to the qualifying criteria for getting an SNA in school; if this assessment has been reviewed in recent years by the NCSE; and if she will make a statement on the matter. [19931/26]
Amharc ar fhreagraI propose to take Questions Nos. 846, 843, 844 and 845 together.
This 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.
Special needs assistants (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.
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. 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 SNA workforce development plan which will bring further clarity and direction to the SNA service. The plan which is being developed in consultation and collaboration with education stakeholders including SNAs, school management bodies, parents and students is scheduled for delivery later in 2025.
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.
847. Deputy Sorca Clarke asked the Minister for Education and Youth when construction of the promised new school building for a school (details supplied) will commence; and if she will provide a clear timeline for the delivery of the project. [19939/26]
Amharc ar fhreagraThe school referred to by the deputy was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing one mainstream classroom, one SET room and one SEN classroom and ancillary. The project is devolved to the school authority for delivery.
The Stage 2b report was received in Q3 2025 and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Departments infrastructure guidelines. All projects, including this one, are subjected to the required due diligence as specified in the Department's infrastructure guidelines.
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. At this point, it is not possible to indicate when the project may proceed further. The Department will continue to keep the school informed on this matter.
848. Deputy Duncan Smith asked the Minister for Education and Youth the plans her Department has to deliver ASD classes in Malahide for the 2026/2027 school year; and if she will make a statement on the matter. [19975/26]
Amharc ar fhreagraThe 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.
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 in January of this year, which is several months earlier than last year. 351 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.
Of the 351 new special classes, 237 are being established in primary schools and 114 in post-primary schools. New special classes are being established in every county with 78 new special classes confirmed for Dublin so far. Further details on additional new special classes will be confirmed in the coming weeks.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
849. Deputy Ruth Coppinger asked the Minister for Education and Youth the definition of an "appropriate place" used by her Department; to consider ensuring that it include an equal opportunity for the child to attend their local school; and if she will make a statement on the matter. [19976/26]
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.
The Minister for Education and Youth has the function pursuant to s.7 of the Education Act 1998 (“the 1998 Act”), inter alia, having regard to the resources available, to ensure, subject to the provisions of that Act, that there is made available to each person resident in the State, including a person with a disability or who has other special educational needs, support services and a level and quality of education appropriate to meeting the needs and abilities of that person; to determine national educational policy; and to plan and coordinate the provision of education in recognised schools.
It is a matter for each parent/guardian to apply to a school of their choice for an educational placement for their child. It is a matter for each school to set and implement an admission policy, in accordance with the provisions of the 1998 Act.
If an application for enrolment is accepted by a school, the department makes the necessary supports available to that school to support the placement, in accordance with existing resources and general policy.
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 appropriate education.
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.
850. Deputy Ruth Coppinger asked the Minister for Education and Youth her current plans to increase the amount of school places for special classes in mainstream schools; and if she will make a statement on the matter. [19977/26]
Amharc ar fhreagraThe 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.
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 in January of this year, which is several months earlier than last year. 351 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.
Of the 351 new special classes, 237 are being established in primary schools and 114 in post-primary schools. New special classes are being established in every county. Further details on additional new special classes will be confirmed in the coming weeks.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
851. Deputy Sorca Clarke asked the Minister for Education and Youth the number of schools in the Longford-Westmeath constituency that have received approval for a new school building but where construction has not yet commenced; and if she will provide a list of those schools; and the current status of each project.; and if she will make a statement on the matter. [20022/26]
Amharc ar fhreagraAs 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.
The 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. This list includes 1 project in the constituency of Longford and Westmeath. In addition, 6 schools are approved to undergo works as part of the Summer Works Scheme / Climate Action scheme this summer.
These projects are in addition to over €222 million in capital funding for schools in Longford and Westmeath since 2020. Over that period, a total of 47 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 11 school projects in Longford and Westmeath constituency under construction. Since 2020 a total of 87 special classes have been opened in Longford, of which 16 were sanctioned for September 2026.
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 current status of all projects, including those in the Longford Westmeath constituency, is 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.
852. Deputy John Connolly asked the Minister for Education and Youth if she will address the serious concerns raised regarding the implementation of the new Senior Cycle Science Assessment and Accreditation of Learning Components (AACs), including the absence of sample AAC reports, the lack of marking schemes for sample written examination papers, insufficient clarity on project requirements, disparity of science and IT resources across schools, and the impact of these deficiencies on students and teachers (details supplied); and if she will make a statement on the matter. [20035/26]
Amharc ar fhreagraAs the Deputy will be aware, the Programme for Government commits to ‘continue the programme of reform of Senior Cycle to ensure that students benefit from up-to-date curricula, more diverse skills development and assessments, and reduced stress levels.’
As of September 2025, the revised Leaving Certificate science specifications and their associated Additional Assessment Components (AACs) are the established curriculum being followed by students. The live briefs for relevant Tranche 1 subjects were published by the SEC in January 2026. Students, teachers, and their schools are now actively working on their AACs in terms of planning and preparing for the various stages or phases involved in their completion.
AACs are designed to assess students’ skills and key competencies in a way that a terminal written examination cannot. Students will learn through exploring, analysing and investigating – not all of which involves laboratory work.
Through a combination of the Science Implementation Support Grant paid to schools in December 2024; the expanded science subject grant for the 2025/26 school year paid in December 2025; and the Climate Action Summer Works commitment announced in November 2025, approximately €45m in additional funding has been committed to the science subjects since the redeveloped science specifications were published. More generally, approximately 300 new or modernised science labs have been delivered since 2020.
In January, €35m in ICT grants funding issued to Primary and Post-Primary schools for the 2025/2026 school year. The €35 million in ICT grant funding represents the fourth tranche of ICT funding under the Digital Strategy and builds on the €135 million that has issued to date under the current strategy in addition to the €210 million issued under the previous strategy. Funding issues as a lump sum per school, plus a per capita amount, with an enhanced per capita rate for students enrolled in DEIS and Special schools and to pupils in mainstream special class primary settings. Using this model of funding, all schools are treated equally, fairly and transparently.
The introduction the revised science specifications is being supported by key publications and through a comprehensive programme of Teacher Professional Learning (TPL) provided by Oide.
The specifications published in August 2024 include a section on descriptors of quality for the AACs. In November 2024, the NCCA published Guidelines to support the Science in Practice Investigations which include setting out the steps involved over time and provide clarity on the role of the teacher.
SEC has provided a substantial body of material to support implementation, including sample written examination papers, sample and live AAC briefs, and supporting FAQ material for schools and teachers.
The published sample examination papers support familiarisation with the structure, format and level of demand of the papers and indicate the marks available for each question. In addition, the AAC briefs, both sample and live, set out how marks are allocated across the areas of content and provide clear guidance on how the AAC should be completed and presented.
The AAC briefs have been designed to facilitate a wide range of student approaches and to encourage student agency in how a brief is approached. Moreover, the AACs in LC sciences have been designed to support a process that is integrated longitudinally in teaching and learning, rather than merely the production of a report to be submitted for external assessment. The materials provided are intended to support that objective while giving students the flexibility to demonstrate their learning in a meaningful way. To publish sample AAC reports would be unhelpful in communicating the conceptualisation of science AACs as process rather than product.
The SEC has advised that examination papers and sample papers are not pretested. It is only when there is the added information of how candidates have actually engaged with and responded to questions in an examination setting that a suitable, effective and fair marking scheme can be produced. As a result, in line with established practice, and in the interest of absolute fairness, the SEC does not provide sample answers or marking schemes for sample papers.
More broadly, the SEC’s approach is guided by the need to ensure clarity, fairness and consistency for candidates, while also maintaining the integrity of the assessment process.
In relation to Generative Artificial Intelligence, the recently published SEC document Coursework Rules and Procedures 2025/2026 sets out the acceptable use and appropriate acknowledgement of AI tools in coursework.
A focus of all TPL provided explores how effective classroom learning and teaching develop students’ key competencies and support engagement with the AAC and the final examination. Teachers have engaged with full day Professional Learning Experiences (PLE) and a suite of collaborative events for each science subject.
A webinar specifically designed in collaboration with the SEC to support teacher engagement with the sample examination papers was provided immediately following the publication of the sample papers. 3,338 teachers across the three Science subjects attended.
This year, a full-day PLE was provided which focused explicitly on the AAC. This TPL involved detailed analysis of the AAC Guidelines, close examination of the learning outcomes assessed through the AAC, and practical exploration of how these learning outcomes can be embedded within classroom practice. Teachers engaged directly with the sample AAC brief and related materials to ensure a shared understanding of expectations.
Collectively, these measures demonstrate a coherent and sustained programme of professional learning support, ensuring that teachers are fully prepared to implement and support the AAC within the new science specifications.
My officials and I will continue to engage with all our education partners to ensure the redevelopment of senior cycle responds to the needs of our students, preparing them for their future lives in education and the workforce while upholding the high standards of fairness and equity for which the Leaving Certificate is known.
853. Deputy Robert Troy asked the Minister for Education and Youth if the Special Transport Grant is available to young adult service users who are no longer in school (details supplied). [20036/26]
Amharc ar fhreagraThe service referred to in this case is outside of the remit of the Department's School Transport Schemes. Responsibility for Day Services falls under the remit of the Department of Children, Equality and Disability/ HSE.
