Richard Bruton (Dublin Bay North, Fine Gael)
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418. To ask the Minister for Education and Skills the waiting lists that apply for access to special schools; and if initiatives are planned to give children with special needs in primary settings more certainly in their progression to suitable settings. [6149/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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It is my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school.

This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.

My Department's policy is therefore to provide for the inclusive education of children with special educational needs in mainstream schools. The majority of children with special needs attend mainstream education with additional supports.

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. This includes additional teaching and care supports.

Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.

It is therefore not the case that special educational placements are required to support all children with special educational needs, nor is it intended that this should be the case.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.

It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.

Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.

Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.

Through ongoing consultation at local level, the NCSE is also aware of those parents whose children will be seeking placement for the 2022/23 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.

I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.

The NCSE is working with schools to encourage and support the opening of new special classes at all levels and to increase the enrolment capacity in special schools.

In terms of transition from primary to post primary level, it is recognised that needs can change over time and students may require a greater or lesser amount of support in a post primary school. It is important when enrolling a student that parents/guardians provide schools with relevant information about special educational needs.

Primary and post-primary schools work closely together in advance of students transitioning to ensure that students have their educational and care needs fully catered for at post-primary level. The NCSE has a team of Special Educational Needs Organisers (SENOs) nationwide who liaise with schools and parents to offer advice and guidance in this regard. As part of this support, SENOs engage directly with parents including staging information meetings for parents/guardians of students transitioning to post-primary level. These meetings provide information and advice on the transition to post-primary school and help to allay any worries that parents might have.

The NCSE has published guidelines for parents/guardians on moving from primary to post-primary school which can be accessed on its website at: ncse.ie/information-booklets-pamphlets-2

I would like to reassure the Deputy that the local SENOs continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-servic.