Jen Cummins
Ceist:70. Deputy Jen Cummins asked the Minister for Education and Youth the reason early intervention classes are closing across the country. [45975/26]
Amharc ar fhreagraWednesday, 17 June 2026
Ceisteanna (70, 71, 72, 75, 76, 77, 78)
Jen Cummins
Ceist:71. Deputy Jen Cummins asked the Minister for Education and Youth her plans to support children impacted by the closures of early intervention classes. [45976/26]
Amharc ar fhreagraJen Cummins
Ceist:72. Deputy Jen Cummins asked the Minister for Education and Youth the number of early intervention classes over the past five years; the number that have closed in the past twelve months; the number that remain open for the upcoming academic year 2026/2027, in tabular form. [45977/26]
Amharc ar fhreagraJen Cummins
Ceist:75. Deputy Jen Cummins asked the Minister for Education and Youth the number of early intervention classes for autistic children in each county in each school year from 2020-2021 to 2026-2027, broken down by mainstream school and special school; and the net increase or decrease in each county over that period, in tabular form. [45998/26]
Amharc ar fhreagraJen Cummins
Ceist:76. Deputy Jen Cummins asked the Minister for Education and Youth the number of early intervention classes for autistic children that have been redesignated, repurposed or converted into primary autism classes for the 2026-2027 school year; the school and county in each case; who initiated the change; and whether replacement early intervention provision has been opened in the same local area, in tabular form. [45999/26]
Amharc ar fhreagraJen Cummins
Ceist:77. Deputy Jen Cummins asked the Minister for Education and Youth the criteria used by her Department and the NCSE when deciding whether an early intervention class for autistic children should be retained, closed, redesignated or converted into a primary autism class; whether those criteria are published; and whether schools are being asked or encouraged to convert early intervention classes to meet demand for primary autism classes. [46000/26]
Amharc ar fhreagraJen Cummins
Ceist:78. Deputy Jen Cummins asked the Minister for Education and Youth whether it remains Government policy to provide early intervention class placements for autistic children aged three to five; if so, the way in which she reconciles that policy with the reduction in early intervention classes for the 2026-2027 school year; and whether her Department or the NCSE is planning any further reduction, redesignation or phasing out of such classes. [46001/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 70, 71, 72, 75, 76, 77 and 78 together.
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.
The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students’ progress from primary level to post-primary.
The NCSE is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs. Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.
Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.
The NCSE in collaboration with the Department of Education and Youth may re-designate an early year’s class to a primary age class where there is verified demand for increased special class provision in the locality. Whilst all stakeholders are agreed on the value of early intervention, the NCSE must consider the legislative requirement for children over six to attend school.
The NCSE work closely with the department to ensure we explore all viable options in increasing such provision to meet the local need. In some areas, where students are leaving an early intervention class and have not secured suitable primary specialist provision, the NCSE may re-designate the class. This is done in close collaboration with the school involved to ensure the students can continue with their specialist educational placement at primary level.
Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention. However, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.
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.
Question No. 71 answered with Question No. 70.
Question No. 72 answered with Question No. 70.