Schools receive additional teaching allocation to support students with special education needs who are in mainstream classes. The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia. A diagnosis is not required for a student to access additional resources.
As a means of building the capacity of teachers in mainstream schools to meet the needs of all students, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. Additional places will be made available to teachers for September 2026. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs.
The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support. 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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE. In addition, Department officials are working to finalise a measure designed to build the capacity of teachers working in mainstream schools to build their capacity to meet the needs of children with literacy difficulties.
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.
