It is my department’s policy, in accordance with the principles of inclusive education, that, to the greatest extent possible, pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary. The majority of children with special educational needs, including those with dyslexia, are supported to attend their local mainstream school. This is appropriate as it is generally in the best interest of children to access their local school with their peers unless a more specialist setting is required.
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. It is important to note they were established at a time when there were much fewer additional supports in schools.
My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support children with special educational needs, including students with dyslexia.
There are now more than 15,000 special education teachers supporting children in mainstream schools. In practical terms this means schools get substantial additional teaching allocation to support children with special education needs in mainstream.
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.
In addition, 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.