Dáil Éireann Debate, Wednesday - 6 May 2026
403. Deputy Ken O'Flynn asked the Minister for Education and Youth to confirm which body has ultimate statutory responsibility to ensure that every child is provided with an appropriate school place, including access to a special class or special school placement where required; and to outline the escalation and enforcement mechanisms where a place cannot be secured. [32545/26]
Amharc ar fhreagra404. Deputy Ken O'Flynn asked the Minister for Education and Youth to confirm which body has ultimate responsibility for ensuring that a child assessed as requiring a special class or special school placement is provided with a place within a reasonable timeframe; and the statutory enforcement mechanisms that exist where schools do not engage with the NCSE in providing such places. [32546/26]
Amharc ar fhreagraI propose to take Questions Nos. 403 and 404 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).
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.
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. 464 have been sanctioned to date and more new special classes will be confirmed in the coming weeks.
Details of the new special classes are available on the NCSE's website.
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 is providing 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.
This new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the process and consequently report a significant level of engagement and contact from families before 1 October.
The NCSE advise that the majority of children and young people coming to them through the Parent’s Notify process are already enrolled in school supported by existing special education teachers and special needs assistants. With any date for applications for supports, it is important that those who come forward after that date are assured that they are not forgotten or excluded from the system.
Under Section 67 of the Education Act, the NCSE may designate a school place for a child with special educational needs. The NCSE are required to carry out this function in accordance with the provisions set out in primary legislation.
The NCSE advise that in total, since the Section 67 process has been in place, the NCSE have initiated Section 67 with 27 schools in respect of the designation of placements. As a result of effective collaboration between my Department, patrons, schools and the NCSE, a total of 140 applicants secured placement, following the initiation of this process.
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 achieve their full potential.
