Dara Calleary (Mayo, Fianna Fail) | Oireachtas source

I thank Senator O'Loughlin for raising this matter and acknowledge her long-time work in this space.

I stress at the outset that enabling students with additional needs to receive an education appropriate to those needs is an ongoing priority for this Government. The SET allocations provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and in post-primary. Approximately 98% of all children, including those with special educational needs, are educated in mainstream classes. There has been an increase in the number of full-time SET posts across the country, increasing the overall availability of resources. This is the highest number of SETs ever in our schools. There will be 14,600 SETs supporting mainstream classes in the 2024-25 school year, which is an increase of 1,000 since the end of the 2021 school year.

There has been a limited change to the method used to allocate SETs to mainstream classes. The previous SET allocation model had been in place since 2017. The Department commenced a review of the model in late 2022 to ensure that it was meeting the changing needs in special education. This review involved consulting with unions, management bodies and schools to hear their views on the strengths and shortcomings of the allocation model. That feedback was incorporated into the revised model.

The allocations to schools issued on 6 February last arise from that review. 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. Children with complex needs are supported in the model by now using school-level data from standardised tests in order to reflect relative levels of overall need. The model also seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources.

Of schools across the country, 67% have either increased their allocation or retained their previous allocation, but I acknowledge Senator O'Loughlin's remarks in the context of retaining an existing allocation and will bring them to the attention of the Minister, Deputy Foley. Of those schools whose allocation has been decreased, 70% have reduced their hours by five hours or fewer.

The Department is cognisant that the model needs to evolve in order that the SET allocations process takes into account new or improved data sources and other changes within the school system. A phased high-level plan has been compiled to further enhance the model over the coming years. The Department acknowledges 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 making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE, has streamlined the review process for special education teachers. Schools that have any concerns can engage with the NCSE on their allocation. I will also bring Senator O'Loughlin's remarks directly to the attention of the Minister, Deputy Foley.