Shónagh Ní Raghallaigh
Ceist:394. D'fhiafraigh Deputy Shónagh Ní Raghallaigh den Aire Oideachais agus Óige [68356/26]
Amharc ar fhreagraTuesday, 29 September 2026
Ceisteanna (394)
Freagraí scríofa
Tusla Education Support Service (TESS) is under the remit of my department. TESS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services; the Home School Community Liaison scheme (HSCL) and the School Completion Programme (SCP).
It is important to note that referrals to the EWS in respect of a child with no school place are received on an ongoing basis throughout the school year. Each school holds responsibility for their own admissions and manages their own waiting list according to the individual school policy. Educational welfare officers prioritise referrals received in relation to children who are without a school place.
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. My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children and young people for the coming school years.
In 2026, over €3 billion will be spent supporting students with special educational needs. It will ensure that specialist capacity continues to grow by providing 3,000 specialist places. The majority of these places will be available in special classes within mainstream schools. It will increase our special educational posts by 860 special education teacher, 3,000 additional SNAs (bringing the total to over 26,000 for 2026 and into 2027).
This will mean we will have over 46,000 professionals dedicated to supporting students with special educational needs in our schools. This is one of the highest annual increases in posts to date and is a firm reminder of this government’s commitment to supporting students with special educational needs. Special education teachers provide additional teaching to students attending mainstream classes with special educational needs using a wide variety of teaching approaches. Local SENOs remain available to assist and advise the parents of children with special educational needs. In instances where a child is unable to secure a place through the normal admissions processes.
In addition, an annual school capacity management process is undertaken to ensure that sufficient school places are available to meet demand each year at both primary and post-primary level, including for children and young people with special educational needs. This process involves ongoing analysis of enrolment trends, demographic data and projected intake at school planning area level, as well as direct engagement with schools, patrons and management bodies. Each school planning area is kept under review on an ongoing basis, with particular regard to projected pupil intake, existing school capacity and emerging enrolment pressures.
In general, the demand for school places has lessened across the Country and there is a surplus of school places available to children and young people. However, where potential capacity pressures are identified, my department engages directly with the relevant schools and patrons, including through data-sharing arrangements where appropriate, to better understand application patterns and overlapping demand. This supports timely interventions to ensure sufficient school places are available for the forthcoming school year.