Réada Cronin (Kildare North, Sinn Fein)
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353. To ask the Minister for Education and Skills if her Department will address the cyclical delay in making known special needs assistant allocations, such delay having a deleterious impact on the working life and planning capacity of highly-committed, talented and expert SNAs who give so much to the school system beyond their paid hours and given the critical impact SNAs have on the education and lives of children with special needs; if her Department will look at ways of making their roles and working lives more secure, especially as they age, having made a huge contribution through the years; and if she will make a statement on the matter. [14636/23]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I would like to thank the deputy for raising these matters and would like to advise the following

Enabling children with special educational needs to receive an education is a priority for this Government

For 2023, the spend by the Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 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

The SNA allocations for the 2023/2024 school year are presently being development by my Department and it is intended this will be advised to schools as soon as possible in April, a month earlier than in 2022.

My Department has allocated 1,165 additional SNA’s to schools in the past year and in Budget 2023 an additional 1,194 SNA’s are being provided to support schools and will be allocated as follows: 735 to support students in new special classes, 124 to support students in new special school places and 335 to support students in mainstream classes

By the end of 2023, there will be over 20,000 SNAs working in our schools.

I want to assure the Deputy that my Department is very aware of the importance of the SNA role in our education system, supporting the inclusion of students with additional care needs in education. In this regard, in December 2022, my Department established a dedicated SNA Workforce Development Unit in order to ensure that sufficient time and attention is given to the examination of the SNA role in our school system.

My Department is continuing to work on a number of strategies to support the work of SNAs in our school, including on workforce development planning, SNA training and SNA contracts. This work is happening in consultation with the education partners, particularly Forsa who represent SNAs at school level.

Holly Cairns (Cork South West, Social Democrats)
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354. To ask the Minister for Education and Skills her views on ASD early intervention classes, including if there are plans to phase out these classes in favour of the Access and Inclusion Model. [14638/23]

Holly Cairns (Cork South West, Social Democrats)
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355. To ask the Minister for Education and Skills the number of ASD early intervention classes that have been established for each of the years 2018 to 2022, inclusive; and the number of ASD early intervention classes that were closed/replaced for the same time period. [14639/23]

Holly Cairns (Cork South West, Social Democrats)
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356. To ask the Minister for Education and Skills the number of schools which have requested ASD early intervention classes each year for the period 2018 to 2022, inclusive; the number of these requests that were supported with the establishment of a class; the number that were not supported; and if she will make a statement on the matter. [14640/23]

Holly Cairns (Cork South West, Social Democrats)
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392. To ask the Minister for Education and Skills if she will provide details on the number of ASD early intervention class which were transformed into autism/autistic spectrum disorders, and as a result the ASD early intervention class was discontinued annually during the years 2019 to 2022, inclusive, in tabular form; and if she will make a statement on the matter. [14858/23]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I propose to take Questions Nos. 354, 355, 356 and 392 together.

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

Enabling children with special educational needs to receive an education is a priority for this Government.

For 2023, the spend by the Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 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.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. Responsibility for provision in the early years sector lies with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY).

The Early Childhood Care and Education (ECCE) programme provides up to two years of pre-school within the eligible age range, without charge. The Access and Inclusion Model (AIM), introduced in 2016, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the ECCE Programme. The goal of AIM is to create a more inclusive environment in pre-schools, so all children, regardless of ability, can benefit from quality early learning and care. A diagnosis of autism (or other disabilities/additional needs) is not required to access AIM supports. However, pre-school children with a diagnosis are generally supported in mainstream pre-schools with additional supports provided through AIM where required.

The AIM programme provides seven levels of universal and targeted supports to children with special educational and additional needs. DCEDIY commissioned an evaluation of AIM at the end of its third year. This evaluation was carried out by a consortium led by the University of Derby from December 2020 to December 2021 (delayed due to COVID-19). Its purpose was to investigate the implementation and impact of AIM from the perspective of multiple stakeholders and to consider options for its potential expansion. The final draft version of the evaluation report is currently in preparation. It is expected that the publication of the report will be followed by a period of policy development on the potential for expansion of AIM which will be led by the DCEDIY.

NCSE sanctions the establishment of special classes, including Early Intervention (EI) classes where there is an identified need. There are currently 151 Early intervention classes nationwide. On occasion, EI classes are re-designated as school-age special classes to reflect the changing age-profile of students, the changing needs in an area and in order to ensure a continuation of support for students in the EI class who require a special class placement.

Information on the list of schools with special classes, the types (including Early Intervention) and locations of these classes is published on the NCSE website and is available at www.ncse.ie

Some of the information you have requested in relation to the number of schools who have applied to establish Early Intervention classes and the number of classes that may have been closed or replaced is not readily available to my Department. My Department will engage with the NCSE in relation to this information and any available follow up information will be provided directly to the Deputy.

My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.

I want 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 education.