Eoghan Kenny
Ceist:467. Deputy Eoghan Kenny asked the Minister for Education and Youth for update on a project (details supplied; and if she will make a statement on the matter. [36614/26]
Amharc ar fhreagraSchool Accommodation
Ceisteanna (467)
Freagraí scríofa
The department has published the NDP (National Development Plan) Sectoral Investment Plan for the Education and Youth Sectors 2026-2030. 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 while within the allocated capital funding across all schools in the country.
This allows the department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the roll-out of additional special classes for children with additional needs. This approach reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.
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, there will continue to be a strong emphasis on maximising existing capacity across the school estate and also ensuring that school admissions policies and processes are targeted at meeting local mainstream and special class requirements.
A 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. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The ongoing nationwide Energy and Condition Survey of the school estate will provide another valuable evidence base.
My department constantly monitors demographic requirements in the context of current and planned residential development activity. The pace of delivery of additional residential development in school planning areas, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements. The department regularly engages with Cork County Council in respect of its Development Plan and Local Area Plans, with a view to identifying any potential long-term school accommodation requirements across all settlements throughout the county, of which Mallow is one. The current variation to the County Development Plan 2022-2028 relates to proposed increases in housing target numbers for Mallow. The department is engaging with the various consultation phases of the statutory plan process that applies to this variation. The outcome of this process is still to be determined as the adoption date of the variation into the County Development Plan has yet to be identified by the Council.
My department will continue to liaise with the school authority in this regard.
School Staff
Ceisteanna (468)
Mark Wall
Ceist:468. Deputy Mark Wall asked the Minister for Education and Youth the actions she is taking to ensure access to stable employment for newly quality teachers; and if she will make a statement on the matter. [36615/26]
Amharc ar fhreagraFreagraí scríofa
This Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
There are more qualified teachers than ever working in Ireland. As of November 2025, there are over 75,000 teachers employed in Irish schools, including 34,600 at post-primary level, 39,300 at primary level and 1,870 in special schools. This analysis found that just 0.7% of allocations (247 posts) in post-primary and 2.5% of allocations (996 posts) in primary were unutilised. Few teachers resign, with less than 3% of the teaching workforce resigning or retiring annually from contracted teaching posts.
Teaching is an attractive profession, and there are a significant number of newly qualified teachers graduating annually. Over 3,600 newly qualified teachers registered with the Teaching Council in 2025 and CAO data shows a consistent demand for undergraduate ITE programmes. Salaries are competitive, currently starting at €45,379 (primary) and €46,948 (post-primary) and rising to €85,411 under the current pay deal.
My Department has recently published revised arrangements for the award of a Contract of Indefinite Duration (CID) to teachers, which fulfilled a promise made by my predecessor last year. The revised criteria allow for teachers to gain a permanent contract through the award of a CID after one year where they have completed a year of continuous service, where the school has a viable post available, and where the teacher has been re-appointed by the school following a competitive recruitment process. The ability to access a CID a year earlier will help teachers to place their careers on a more stable footing much sooner than before, providing teachers with the certainty that they need.
The revised arrangements for the award of a CID have been introduced following extensive engagement with the Education Partners and it is not currently intended to make any further amendments to the eligibility criteria for the award of a CID.
In addition, this Government has implemented several measures to address teacher supply issues more generally that have led to:
- an increase of 20% in initial teacher education graduates (student teachers) between 2018 and 2023, and
- an over 30% increase in the number of teachers registered with the Teaching Council since 2017.
Recently regulations were approved to allowteachers who qualified overseasto undertake theirinduction in the State and incremental credit is also available to teachers returning from abroad, depending on the teaching experience gained.
A number of measures have been introduced to address subject-specific teacher shortages:
- STEM Bursary: a €2k annual bursary for student teachers in STEM fields during the final two years of their undergraduate teacher education, with a requirement to complete at least 2 years of teaching post-qualification in a recognised post-primary school.
- Upskilling programmes: free upskilling programmes for teachers are offered in high-demand subjects: Irish, French, politics & society, and computer science maths, physics, and Spanish.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government, is in development. Additionally,aproject focused on strategic workforce planning for teachers in Ireland, led by UNESCO and supported by the EU Commission, is developing recommendations for addressing the main factors affecting teacher supply in Ireland. The recommendations put forward in the context of the project will form the basis for the development by my Department of a strategic workforce plan for the teaching workforce in Ireland.
School Staff
Ceisteanna (469)
Mark Wall
Ceist:469. Deputy Mark Wall asked the Minister for Education and Youth if she is satisfied with the effectiveness of the teacher supply panel system; and if she will make a statement on the matter. [36616/26]
Amharc ar fhreagraFreagraí scríofa
As part of the COVID-19 supports provided to schools in 2020, additional funding of €41.2 million was allocated to provide primary schools with substitute staff.
This funding allowed for the expansion of the Substitute Teacher Supply Panel from a pilot scheme consisting of 6 Supply Panels to 132 Supply Panels nationwide, with almost 380 newly appointed Supply Panel teachers employed, providing substitute cover to over 2,500 schools across the country. The posts are allocated to the base schools in the cluster and teachers are employed by those schools.
The scheme has expanded continuously since then and currently there are 168 Supply Panel clusters, with 587 posts allocated to the scheme, providing substitute cover in 2,905 schools. The recruitment and appointment of teachers to fill the Supply Panel teaching posts is a matter for the individual base schools.
The Department of Education engages in a constant review process of existing panels to ensure effectiveness of those panels and to review the creation of new panels where viable.
Teacher Training
Ceisteanna (470)
Mark Wall
Ceist:470. Deputy Mark Wall asked the Minister for Education and Youth if she will consider including mandatory special education training and behaviour management as part of teacher training in Ireland. [36617/26]
Amharc ar fhreagraFreagraí scríofa
Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide.
Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with special educational needs in schools.
In March 2025, the Minister initiated a process to move towards a mandatory assessed placement period in a special education need (SEN) setting for all student teachers, supported by appropriate modules.
In seeking to gain a deeper understanding of the current landscape of school placement provision in special education settings, the Teaching Council conducted a survey across all Initial Teacher Education (ITE) providers in April of this year. The findings from the survey have been analysed and are being used to inform drafting of a guidance note for ITE providers.
This will hopefully support the Teaching Council’s decision-making in relation to the introduction of a two-week assessed student placement period in a SEN setting on an interim basis from September 2026 and the potential for its long-term inclusion in the revision of Céím, which are the agreed standards for the provision of ITE.
The move to mandatory assessed placements in special education settings builds on the already extensive changes to ITE in recent years to support a more inclusive education system.
In October 2020 the Teaching Council published revised Céim Standards for ITE. The revised standards place inclusive education as one of seven core elements which shall underpin all aspects of programmes of ITE. All new and existing ITE programmes were aligned with Céim from 2022.
In October 2024, the Teaching Council provided a report on the implementation of Céim, with a particular focus on inclusive education. The report provides a snapshot at system level of the range of approaches and innovative practice reflective of different contexts, in Higher Education Institutions, across the State.
On an annual basis, the department provides funding for two distinct categories of post-graduate programmes for existing Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
Funded by the department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
Oide’s Leadership team are facilitating the Caidrimh Programme. This provides professional learning and support to guide special schools in effectively collaborating, sharing, and distributing their roles and responsibilities to create a school environment that is responsive and inclusive to diverse needs.
The Department of Education funds the Teacher Fee Refund Scheme which provides funding towards the cost of course participation and examination fees on successful completion of teacher professional learning courses, including inclusion programmes.
A range of guidance is available for schools in relation to the management of student behaviour. Tusla's Educational Welfare Service, has published guidelines for schools on Codes of Behaviour which all schools are required by law to have in place. The Department published the "Understanding Behaviours of Concern and Responding to Crisis Situations in Schools" guidelines. These guidelines were developed in response to an identified need for clearer guidance for schools. These guidelines were developed in response to an identified need for clearer guidance for schools. They aim to enhance schools' understanding of behaviours of concern and support them in effectively managing crisis situations. The guidelines will support schools to develop a whole school positive approach to behaviours with particular emphasis on prevention, early intervention and de-escalation.
The NCSE recently launched Relate, a comprehensive resource to support behaviour using neurodiversity affirming approaches. This resource is accompanied by a full breadth of training supports from the NCSE Behaviour and Wellbeing team, including in person visits, sustained support to special schools, the behaviour for learning programme for post primary schools, and in person and sustained support in special classes and primary schools.
The NCSE provides supports to teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level. The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers. Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website.
My Department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools.
Special Educational Needs
Ceisteanna (471)
Jen Cummins
Ceist:471. Deputy Jen Cummins asked the Minister for Education and Youth for a list of the schools for severe emotional behavioural difficulties, their principals and email addresses. [36619/26]
Amharc ar fhreagraFreagraí scríofa
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.
Special schools support children and young people aged between 4 and 18 years of age with the most complex special educational needs and ensure positive links are established and fostered between the home, school and other agencies for these students.
There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
I recently announced the establishment of four new special schools for the upcoming school year 2026/2027; a vital step in ensuring that children and young people with special educational needs have access to the specialist supports and environment they need to thrive and reach their full potential.
The four new special schools will be located in Balbriggan and Citywest in Co. Dublin, Bray in Co. Wicklow, and Monasterevin in Co. Kildare. Parents and families looking to apply for admission to the new special schools will be supported and guided by the NCSE at local level and kept updated on developments.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE https://ncse.ie/special-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 achieve their full potential.
School Transport
Ceisteanna (472)
Paul Lawless
Ceist:472. Deputy Paul Lawless asked the Minister for Education and Youth in conjunction with the Minister for Transport, if she recognises that expanding school transport provision for a school (details supplied) would significantly reduce traffic volumes at the school gate; and whether this aligns with Safe Routes to School, Road Safety Strategy and Green Schools objectives promoting reduced car dependency at schools. [36670/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Scheme, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest primary school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
The School Transport 2030 report, published in early 2024, recommends expanding eligibility criteria, addressing operational challenges, and improving integration with public transport to deliver better value for money to the Exchequer. The review also recommends advancing measures to support active travel, including collaboration with the Safe Routes to School Programme. It was acknowledged at publication that these eligibility changes would increase demand; therefore, a phased implementation approach was deemed appropriate.
As part of this rollout, 14 School Transport pilot schemes were introduced in the 2024/25 school year, with a further 11 approved for 2025/26. These pilots reduce the distance eligibility threshold to 2km for both primary and post-primary pupils and remove the requirement to attend the nearest school.
All pilots are subject to ongoing monitoring, with a further evaluation scheduled at the end of the current school year. The findings will inform planning for a potential national rollout of a revised School Transport Scheme subject to the appropriate resources being available.
Separately, the Safe Routes to School (SRTS) Programme, established in 2020 by the NTA in partnership with An Taisce/Green-Schools, aims to promote walking and cycling to school. The programme is open to all schools and was communicated nationwide by the Departments of Education and Transport in March 2021.
The Green-Schools programme now engages with over 90% of schools and includes a Travel theme, funded by the Department of Transport and supported by the NTA, which promotes sustainable travel options such as walking, cycling, scooting, public transport, and carpooling.
Departmental Correspondence
Ceisteanna (473)
Niall Collins
Ceist:473. Deputy Niall Collins asked the Minister for Education and Youth if she will address matters raised in correspondence (details supplied); and if she will make a statement on the matter. [36673/26]
Amharc ar fhreagraFreagraí scríofa
Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year, launched as part of the DEIS Strategy to 2035. It represents the most significant expansion of targeted supports since the establishment of DEIS.
DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact, and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
Schools have been identified for inclusion in the DEIS Plus scheme using the DEIS Plus identification model, an objective and data-based approach using nationally available indicators applied consistently across all schools. The identification model is underpinned by a range of administrative data from the past three years on every child and young person enrolled in primary and post-primary school. This data includes:
• The Pobal HP Deprivation Index for the small area in which the child or young person lives, obtained through the child’s or young person’s address data provided by their school on the DEY Primary Online Database (POD) or the Post-Primary Online Database (PPOD).
• The child’s or young person’s ethnicity if provided by their school on POD or PPOD.
• If the child’s or young person’s address on POD or PPOD matches an address of State-funded homeless accommodation.
• If the child’s or young person’s address on POD or PPOD matches an address of an International Protection Accommodation Centre (IPAS) or Emergency Reception and Orientation Centre (EROC).
The DEIS Plus identification model includes the addition of a DEIS Plus index. The DEIS Plus index was developed by the department’s statistics unit to support the identification of schools for DEIS Plus. The DEIS Plus index uses the same factors as the Pobal HP Deprivation Index but places greater weight on lone parenthood and unemployment, which have been widely identified as key factors in persistent and intergenerational disadvantage.
Children and young people from ‘very disadvantaged’ or ‘extremely disadvantaged areas’ (HP score -20 under either Pobal HP Deprivation Index or the DEIS Plus index), residing in State-funded emergency accommodation, residing in IPAS or EROC accommodation or identifying as Traveller or Roma are designated priority cohorts within the model. Further information on the identification process is available on gov.ie/deis
It is important to stress that a school not identified through the DEIS Plus model does not in any way imply that the department is saying that disadvantage does not exist within that school community.
It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to different DEIS status does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the two schools is different.
The department also recognises that some schools are operating in the context of complex local pressures within their wider communities. While these challenges are often well understood locally, they are not always captured in datasets that can be fairly and consistently applied across the entire school system. A rules-based national model must consider all schools on the same basis; it cannot substitute locally held knowledge for data that are not available or comparable nationwide.
The department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data have the opportunity to have that outcome reviewed. The appeal process is now open until 25 May. Schools have the opportunity to update their school enrolment data for the years 2023/2024, 2024/2025 and 2025/2026 on POD and PPOD, where they identify that the information already provided is not an accurate reflection of their school enrolment for those years. Schools may also request that the application of the model to their existing data is reviewed.
Information on the appeal process can be found at: www.gov.ie/en/department-of-education/circulars/deis-plus-scheme-appeal-process/
It should be noted that disadvantage scores can be an important tool for identifying need and directing support. However, the publication of these scores can lead to unfair comparisons as they do not reflect the different contexts in which schools operate. The publication of such data can also unintentionally reinforce stigma and risk the deepening of inequality. The department uses this data carefully and in context, focusing on ensuring resources and supports reach the schools that need it the most, while avoiding any potential harm to school communities. For these reasons, the department does not publish disadvantage scores.
Education and Training Boards
Ceisteanna (474)
Pat the Cope Gallagher
Ceist:474. Deputy Pat the Cope Gallagher asked the Minister for Education and Youth if she will expedite the provision of a sanction to Donegal ETB in respect of replacing the head of human resources; and if she will make a statement on the matter. [36680/26]
Amharc ar fhreagraFreagraí scríofa
My Department provides each ETB with an administrative and maintenance staffing allocation and associated pay budget to support its individual ETB schools and head office. It is the responsibility of each ETB to recruit and manage staffing levels within this allocation, including the assignment of such staff to the different functional areas in the ETB in accordance with the needs and priorities of the organisation. In line with the position across the public sector generally, every ETB must also operate within overall approved staffing and pay budgets for its administrative and maintenance staff.
My Department has received a request from the ETB concerned for sanction to replace an Assistant Principal Officer. A response will issue as soon as possible to this request.
Special Educational Needs
Ceisteanna (475)
Jennifer Whitmore
Ceist:475. Deputy Jennifer Whitmore asked the Minister for Education and Youth when details will be released regarding the admissions process for the new special school to be located within a school (details supplied), including how families can enrol; when enrolment periods will open and close; and how places will be allocated; and if she will make a statement on the matter. [36686/26]
Amharc ar fhreagraFreagraí scríofa
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.
Four new special schools were recently announced by Ministers Naughton and Moynihan to be established in Balbriggan, CityWest, Bray and Monasterevin. Dedicated working groups including the Department, the NCSE and relevant patron body continue to meet to support the establishment of the new special schools. It is expected that details in relation to the admissions process and number of places will be confirmed shortly. The NCSE will continue to advise parents at local level on developments.
The NCSE remains available to provide advice and support to all families seeking specialist placement.
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.
Special Educational Needs
Ceisteanna (476)
Aengus Ó Snodaigh
Ceist:476. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth if she is aware of a programme (details supplied), and its supported transitions model, which is currently operating in ten schools across Ireland, supporting special school leavers in moving into mainstream further education, training and employment pathways; if she will confirm that funding will continue beyond that committed till the end of this end; and if she will make a statement on the matter. [36705/26]
Amharc ar fhreagraFreagraí scríofa
I want to thank the Deputy for raising this important issue. I am aware of this programme.
The Dormant Accounts Funded Transitions programme is a collaboration between my Department and Walkinstown Association for People with an Intellectual Disability (WALK), an experienced NGO working in the area of disability services.
WALK is working with 10 schools – mostly special schools – to deliver their existing Peer Ability programme. The key objective is to ensure that students are supported to make optimal transitions from school. WALK will engage with participants for up to three years after they leave school.
Total funding of €2m has been provided to WALK over 4 years to deliver this support. (€500,000 per year. In 2026 the DAF funding was reduced to €400,000. My Department has agreed to cover the €100,000 shortfall as an exceptional measure to allow WALK to complete the pilot which will finish this year).
Officials from my Department have had a number of discussions with WALK in relation to the programme. My Department recently received a submission to extend and expand the programme over the next 4 years at a cost of €1.75m per year.
This proposal will require cross department support. My officials are currently in the process of organising a meeting with DCDE, DFHERIS, HSE Adult Services and DSP to discuss this proposal.
Question No. 477 answered with Question No. 456.
Question No. 478 answered with Question No. 456.
Question No. 479 answered with Question No. 456.
Question No. 480 answered with Question No. 456.
Question No. 481 answered with Question No. 458.
Question No. 482 answered with Question No. 458.
Question No. 483 answered with Question No. 456.
Question No. 484 answered with Question No. 456.
Special Educational Needs
Ceisteanna (485)
Ken O'Flynn
Ceist:485. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of children currently known to the National Council for Special Education as seeking but not yet having secured a special class or special school placement for the 2026/2027 school year, broken down by county and school level; and if she will make a statement on the matter. [36724/26]
Amharc ar fhreagraFreagraí scríofa
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 promotes that students will be supported to receive an education in the most inclusive setting possible.
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 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.
In addition, the Minister announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways the department is actively engaging to meet the increased demand.
504 new special classes have been sanctioned to date, including 22 inclusive special classes. More new special classes will be confirmed in the coming weeks. Details of the new special classes are available on the NCSE website.
Enrolments to individual schools are managed by a school’s board of management.
Parents may apply to enrol their child in a school of their choosing. Enrolments to schools are a matter for each board of management and parents apply directly to schools, therefore, the information requested by the Deputy is held at a local level.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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.
National Council for Special Education
Ceisteanna (486)
Ken O'Flynn
Ceist:486. Deputy Ken O'Flynn asked the Minister for Education and Youth whether the NCSE Parent Notify process is subject to formal audit, compliance review or independent evaluation; if so, to provide the dates, scope and findings of any such reviews; and if she will make a statement on the matter. [36725/26]
Amharc ar fhreagraFreagraí scríofa
This 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.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
This information is critical when examining where provision needs to be placed to meet demand. This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
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.
The 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.
In addition, the Minister announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways the department is actively engaging to meet the increased demand.
504 new special classes have been sanctioned to date, including 22 inclusive special classes. More new special classes will be confirmed in the coming weeks. Details of the new special classes are available on the NCSE website.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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.