Thomas Byrne (Meath East, Fianna Fail)
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I thank the Deputy for raising this issue and for giving me the opportunity to clarify some of the concerns that have been raised regarding the allocations document which issued on 6 February. At the outset, it is important to remember there will be more special education teachers than ever before in our schools in September next, an increase of 1,000 since 2020. This is in addition to a significant reduction in class sizes at primary level over three budgets to a situation where our pupil-teacher ratio at primary level is now at a record low of 23:1. This means, more than ever, that children with SEN in mainstream schools are best supported to meet their needs.

In addition, the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher. There has been a limited change to the method used to allocate SET to mainstream classes. The Department of Education commenced a review of the model in late 2022 to ensure it was meeting the changing needs in special education. This review involved extensive consultation and visits to schools by the National Council for Special Education, NCSE, to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model.

The allocation model for 2024-25 distributes the total available number of SET posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests to reflect relative levels of overall need. It seeks to distribute teaching resources in the fairest possible way, taking into account quality and robust evidence in respect of individual schools. This ensures resources are in the right place at the right time to meet the needs of children in mainstream education.

By increasing the allocation provided for enrolments, the model is more responsive to schools that have greater numbers of students enrolled. Gender was included as a component in the 2017 model on the basis that there appeared to be a higher incidence of special educational needs in boys. However, since the model was introduced, there have been developments in research whereby it is now accepted that girls may have a similar level of need but this need may not become apparent in the same way or at the same time as it does in boys.

The complex needs input, which was introduced in the 2017 model, was predicated on the provision of data from the HSE's children's disability network teams, CDNTs, on children with special education needs who were assessed or triaged for a waiting list for assessment. The review highlighted significant concerns with the availability and consistency of data provided on a national basis by CDNTs. Only 5% of verifiable data was returned by CDNTs in 2023-24, which meant that schools for which no data was returned, even where there was significant need, might lose out. It also meant that, where the CDNTs' data showed more than 16,500 children awaiting a first appointment with a CDNT, these children, who may be of schoolgoing age, would also not be supported through the SET allocation.

Therefore, the complex needs of children are now supported through the educational teaching needs profile of each school. This profile is calculated based on standardised test data which are collected and held within schools and submitted to the Department. Therefore, the profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.

To ensure schools are not negatively impacted by all of these issues, all existing hours assigned for complex needs are being maintained for each school. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs. On the calculation of SET allocations, Circular 0002/2024 outlines how school profiles are developed and provides clarity for schools on the data used for each pillar and, where possible, how they are calculated.

Thomas Byrne (Meath East, Fianna Fail)
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I reiterate what I said earlier. In order to ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school, which is an important point to remember. Approximately 98% of all children, including those with special educational needs, are educated in mainstream classes. We recognise there are children for whom a more specialist support is required, which is why we have seen significant growth in special classes, as the Deputy noted. I am proud that in opposition a number of years ago, Fianna Fáil forced the legislation to be changed. It is not just a request of schools to open special classes; the State can now demand they do so.

By September of this year, we will have opened 11 new special schools, provided more than 21,000 SNAs in our schools and increased funding for assistive technology by over 60% in recent years, as well as running an expanded summer programme at a cost of €40 million per annum. At that point, we will have 14,600 SETs in our schools, the highest number ever, and they will work in all mainstream provision to support children with special educational needs. As the demographics change, which will vary throughout the country, with children moving from primary to post primary, we need a model that can ensure the special education teaching hours are where the children are being educated. An annualised model that can allow resources to move to where the children are and is based on education-related data is a child-centred and responsive model to meet the needs of children in schools today.

I acknowledge that every school is different and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when we seek to make allocations in respect of 4,000 schools. It is for this reason the Department has also streamlined the review process for special education teachers, and schools that feel they have received an inappropriate allocation can make this application to the NCSE. The NCSE is well placed to manage this work, following the recent investment of €13 million and 161 additional staff.