Ms Rachel O'Connor:

On behalf of the National Association of Principals and Deputy Principals, NAPD, I thank the committee for the opportunity to present the views of post-primary school leaders on the topic of education for children with special educational needs. The NAPD represents the leaders of second-level education across all sectors. As school principals and deputy principals, we are not only tasked with managing our schools but with leading learning, fostering equity and ensuring that no student is left behind. Our submission reflects this ethos.

A core belief among our members is that inclusive education is not a bonus or an add-on but is fundamental to the mission of every school. Inclusion means meeting the needs of every student in the same school and, where possible, in the same classroom. This mirrors the kind of pluralist and compassionate society we want to build. In March, the NAPD hosted a national symposium entitled "Equity in our Schools: Does the system deliver for all young people?". The event brought together students, parents, school leaders, academics, policy makers and agency representatives. Across all sessions, one message was clear, which is that it is time to move from equality to equity. Equality offers the same to all. Equity, however, recognises that different students start in different places and that support must be proportionate to their needs. Students with special educational needs, whether physical, emotional, intellectual, neurodivergent or socioeconomically disadvantaged, require tailored responses to thrive. In this context, the ongoing review of the Education for Persons with Special Educational Needs Act is timely and essential.

The pressures on post-primary schools in this regard are real and growing. We have a large increase in students diagnosed with autism spectrum disorder, double the rate of a decade ago. In response, more than 2,300 special classes are now operational nationally, twice as many as in 2017. Our members consistently report increasing demand for therapeutic supports, specialist interventions, assistive technologies and access to psychological services. While increased investment in special education, now at more than €2.7 billion annually, is welcome, the supports on the ground are often delayed, inconsistent or mismatched to need. Timely access to these resources is critical. For example, the needs-based model for special education teacher allocation is a positive development. This year's early notification in February allowed schools to plan effectively. However, the same cannot be said for special needs assistant allocations, which were delayed. This disrupted timetabling, recruitment and planning for students whose care needs were already known. Predictable and early allocation is essential. Another concern is the chronic under-resourcing of the National Educational Psychological Service. NEPS plays a vital role in assessment, planning, and intervention yet many schools wait a year or more for support.

Our physical infrastructure also needs urgent attention. Many post-primary schools, particularly older buildings, are simply not accessible or inclusive. They lack the physical spaces, sensory environments and adaptive facilities needed for students with complex needs. While we welcome Circular 64/2024 and the Department's commitment to fund special class provision, capital investment still lags behind.

Beyond infrastructure and staffing, we must support the people at the heart of inclusion, namely, teachers, SNAs, and school leaders. Professional development for inclusion must be systemic and not ad hoc. A national framework for training in inclusive practice should span initial teacher education, continuous professional learning and school-based communities of practice. This aligns closely with the principles outlined in the Looking at Our School 2022 framework, which places a strong emphasis on inclusive and learner-centred practices as a hallmark of effective leadership and teaching.

Our education system must also offer diverse and respected pathways. Students with additional needs must have access not only to academic routes but also to further education, apprenticeships, and applied learning. All pathways should be equally valued, resourced and accessible. We also call for the extension of equity supports, such as the DARE and HEAR schemes, to students progressing via PLCs or alternative routes and not only to those entering directly from the leaving certificate.

We must continue to strengthen supports at key transition points, especially going from primary to post-primary education. These are moments of vulnerability, and well-resourced transition programmes, including summer provision and tailored supports, can make a significant difference. Inclusion is not a slogan; it is a measurable and tangible commitment to removing barriers to learning and participation. It demands political will, joined-up thinking and a belief that every young person, regardless of background, ability or diagnosis, has a right to thrive. As school leaders, our commitment to this work is unwavering. We are proud of the progress made but we recognise that much more must be done. The five recommendations from our symposium are redefining special class provision, investing in professional learning, amplifying student voice, strengthening transitions and embedding multidisciplinary supports. These offer a roadmap for action. We thank the committee for its attention and its continued focus on this crucial issue. The NAPD is committed to working collaboratively to help build an education system that is truly inclusive, equitable and fit for every learner.