Dáil Éireann Debate, Thursday - 26 March 2026
273. Deputy Michael Cahill asked the Minister for Education and Youth the reason in certain cases, an official from the National Council for Special Education does not visit a school applying for a special class placement to assess the suitability of its facilities; and if she will make a statement on the matter. [23357/26]
Amharc ar fhreagra274. Deputy Michael Cahill asked the Minister for Education and Youth the person or body responsible for determining which schools are awarded special classes through the National Council for Special Education; the criteria used in making such determinations; and the measures in place to ensure transparency in this decision-making process. [23358/26]
Amharc ar fhreagra275. Deputy Michael Cahill asked the Minister for Education and Youth the full criteria used by the National Council for Special Education when assessing applications from schools seeking a special class; and the plans to publish or further clarify these criteria to improve transparency. [23359/26]
Amharc ar fhreagraI propose to take Questions Nos. 273, 274 and 275 together.
Enabling 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).
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.
This notification process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time. 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.
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. 387 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. However, it is not always possible to open a special class in every school that expresses an interest.
The NCSE acknowledge that circumstances may change, and these schools will remain as potential options for future classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
