Ms Carmel O'Shea:

The National Parents Council thanks the Oireachtas Joint Committee on Education and Youth for the invitation to the meeting on education for children with special educational needs. To prepare for this meeting, the NPC carried out a survey to gather feedback from parents. The survey was developed and guided by the areas presented by the Oireachtas joint committee for discussion at its upcoming meeting and therefore looked at how and when schools are told how many special education teachers and special needs assistants they will have, whether school buildings are suitable for students with additional needs, and how easy it is to access supports like the National Educational Psychological Service. It also asked parents whether delays or problems in these areas have affected their children. The findings presented in this opening statement are based on the results of this survey conducted by the NPC between 24 and 26 June 2025 with a total of 418 parents who completed the survey.

For some parents who responded to the survey, the education system was working well for their children. However, parents also told us where they felt the system let their children down. For this opening statement we are referring to the areas that have been identified as not working well. However, I understand the committee has the full consultation report to examine all the feedback from the parents. Parents across the country who have responded to the survey have shared their concerns about the delays and difficulties in accessing essential educational supports for their children. These include special education teachers, special needs assistants, NEPS assessments and suitable school buildings.

First, as regards delays in assessments and supports, many parents reported long waiting times for NEPS assessments. In most schools, only one or two students can be referred each year, which means many students are left waiting for years or are never assessed at all. Some parents said they did not know NEPS existed until late in the process. Some students are only assessed in sixth class, which parents believe is too late to provide early intervention. When there are delays or families do not know what help is available, they often feel the only choice they have is to pay for private assessments, even if it is too expensive. Even when students have a diagnosis or professional recommendations, schools often cannot guarantee support. Parents described situations where they felt that their child's SNA or SET hours were reduced or removed because another student was assessed as having a higher priority. This creates a sense of competition between students for limited resources, which parents find deeply unfair and distressing.

Second, as regards inconsistent and limited SNA and SET support, parents expressed frustration that they believed that SNA and SET support is not always based on need. Some students receive help only after a serious incident or behavioural crisis. Others lose support because they are doing well - ironically, because the support was working. Many parents said their children were left without SNA support because they did not meet the strict criteria for "primary care needs", even though they needed emotional or learning support. There is also concern about how support is managed. Parents reported that SETs are often pulled away to cover other classes. They also reported that SNAs are used as general classroom assistants and can be left supervising classes in place of teachers.

Lack of communication and transparency was another theme. We were told about poor communication between schools, parents and services. Many parents said they were not informed about NEPS referrals, SNA changes or SET plans. Some only found out about changes after they had already happened. Others said they had to fight for every bit of support, sending multiple emails or making complaints just to be heard. They said it often felt like everything was up to them. Parents reported that they had to manage the process alone, without help, even when they did not understand how the system worked. Parents also said they felt excluded from decisions about their children's education. They want to be more involved and better informed about what support is available and how to access it. They also want clearer processes and more consistent policies across schools.

Finally, as regards inadequate school buildings and facilities, parents reported that many schools are operating in temporary buildings or outdated facilities that are not suitable for students with additional needs. Parents described schools without sensory rooms, quiet spaces or proper toilets. Some schools are still waiting for promised extensions or new buildings, with delays lasting years. These poor conditions, parents reported, make it harder for students to learn and feel safe. Parents said that students with sensory issues, physical disabilities or emotional needs are especially affected. They want the Department of Education to prioritise building improvements and ensure that all schools are accessible and inclusive.

The call for change is that parents overall feel that the system is broken. They are tired of fighting for basic support and watching their children struggle.

Parents also said schools should offer basic therapies and better summer support for students with extra needs. They want clearer communication and more involvement in decisions, faster and fairer access to NEPS assessments, more SNA and SET staff in schools, better training for teachers and SNAs, therapy sessions like occupational therapy and speech therapy in schools, summer support that is easier to access and school buildings that are safe, accessible, and properly equipped. Parents believe that every student deserves the chance to learn and thrive in school.