James Browne (Wexford, Fianna Fail)
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256. To ask the Minister for Education and Skills if the forecast demand process for an area (details supplied) for primary and post-primary special classes has noted a rise in the number of children seeking places for these classes; and if he will make a statement on the matter. [21675/19]

James Browne (Wexford, Fianna Fail)
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257. To ask the Minister for Education and Skills if the attention of the NCSE and his Department have been drawn, for future reference, to indications of the willingness of schools to establish special classes there, including a school (details supplied) in County Wexford; and if he will make a statement on the matter. [21676/19]

Joe McHugh (Donegal, Fine Gael)
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I propose to take Questions Nos. 256 and 257 together.

Individual school boards of management are responsible for the establishment of special classes. It is open to any school to make application to the National Council for Special Education (NCSE) to establish a special class.

The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for identifying the need for and sanctioning the resourcing of special classes and special school placements in various geographical areas where there is an identified need.

The Council ensures that schools in an area can, between them, cater for all children who have been identified as needing special class placements.

Since 2011, the number of special classes in mainstream schools has increased from 548 to 1,459 this year. Of these 1,196 special classes cater for students diagnosed with ASD.

Provision in special schools has increased from 6,848 placements in 2011 to 7,872 this year.

There are 2 special schools and 52 special classes attached to mainstream schools in Co. Wexford. Of these, 3 are ASD early intervention classes, 28 are primary ASD classes and 14 are post primary ASD classes.

In deciding where to establish a special class in an area, the NCSE take account of the current and projected demand and the available school accommodation both current and planned.In this regard, the SENO may approach individual schools to discuss the matter with a view to finding the optimal location in terms of convenience and sustainability. This process is ongoing and the NCSE are actively engaging with schools in relation to establishing special class and special school parliaments where there is an identified need for the 2019/2020 school year.

When the NCSE sanction a special class in a school, the school can apply to my Department for capital funding to re-configure existing spaces within the school building to accommodate the class and/or to construct additional accommodation.

Similarly, where special schools wish to expand provision, the school can apply to my Department for capital funding to accommodate additional placements.

As the Deputy's question relates to special class and school placements in a specific area, I have forwarded it to the National Council for Special Education for direct reply.

James Browne (Wexford, Fianna Fail)
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258. To ask the Minister for Education and Skills the position regarding the new school inclusion model; the description of behaviour practitioners that will be employed as part of the project; and if he will make a statement on the matter. [21677/19]

Joe McHugh (Donegal, Fine Gael)
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On 27^thMarch I announced the trialling of the School Inclusion Model – a new model of support for students with special educational and additional care needs.

The School Inclusion Model, supported by €4.75m funding allocated in Budget 2019, aims to build schools’ capacity to include children with additional needs and to provide other supports for pupils.

The achievement of better education and life outcomes for all children including those with special needs is a key element of Government policy. In 2019, over €1.87 billion will be invested in Special Education, nearly one fifth of the overall Education budget, and up 49% since 2011.

Seventy-five schools, both primary and post-primary, in Kildare, Wicklow and South Dublin have been invited to participate in this new package of education and health supports to be piloted and evaluated in the 2019/20 school year.

One key feature of the School Inclusion Model is the establishment of an enhanced Regional Support Team for schools in the pilot, under the auspices of the National Council for Special Education, which will include behaviour practitioners. This team will complement other services working with schools.

Behaviour practitioners will be experts who understand the emotional and development needs of children and young people. They will work with schools and teachers in the pilot area at both whole school level through the provision of professional development, workshops and seminars and with individual teachers in the classroom where the focus will be on practice.