Ivana Bacik (Dublin Bay South, Labour)
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359. To ask the Minister for Education and Skills if she plans to review methods of assessment of special educational needs. [59097/22]

Ivana Bacik (Dublin Bay South, Labour)
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360. To ask the Minister for Education and Skills if she is satisfied that current additional needs assessments accurately identify children with special educational needs; and if she is satisfied that special educational needs of girls in particular are accurately identified. [59098/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I propose to take Questions Nos. 359 and 360 together.

I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.

It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).

For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.

For 2023, this spend will be substantially increased, by over 10%, meaning that my Department will spend over €2.6 billion on special education.

This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.

This includes funding to support children with special educational needs in mainstream classes, funding for new special classes and new special school places, and of course, additional special educational teachers and special needs assistants.

While the majority of children with special educational needs are supported to access mainstream classes, some children with more complex needs may require a special class or special school placement. A professional report recommending a special education placement is required to access a special class or special school placement. These reports are normally also required by schools as set out in their Admission Policies to ensure that special education places are allocated to students appropriately and resources are targeted to meet those children in most need.

Schools may prioritise the involvement of their NEPS psychologist to supporting the transition of a student with more significant needs as part of the NEPS individual casework service to that school. This work is undertaken in collaboration with the school, parents, student and other professionals and agencies to facilitate an effective transition process and is set out in a written report.

My Department is currently undertaking some initial work in relation to reviewing how children with special educational needs currently access special educational provision and how their placement is reviewed on an ongoing basis

This piece of work is at the very initial stages, and is part of a wider range of initiatives been undertaken by my Department and the NCSE in relation to the forward planning of special education provision.

Initially this work involves my Department, including the Inspectorate and NEPs, and the NCSE. It is envisaged that broader stakeholder engagement will be required on this important and sensitive issue for parents and children with SEN.

This group will examine the requirement for professional reports and how they can be accessed in an equitable manner.

Specifically in relation to post-primary, my Department and the NCSE are currently also considering how we can support schools to maximise the integration opportunities for students in special classes. It is essential that these students can access mainstream classes and subjects as much as is possible at post-primary level.

In 2023, there will be a significant investment in the expansion of the NCSE, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.

Funding will also be provided for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.

I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an appropriate education.