Josepha Madigan (Dublin Rathdown, Fine Gael)
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As the Deputy may be aware, the primary responsibility for the provision of supports for adult persons with a disability lies with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the HSE. I understand that DCEDIY will shortly publish an Action Plan for Disability Services.

In relation to the various pieces of works underway in the Department of Education in the area of special education, I thought it might be useful to focus on a number of relevant developments in relation to guidance, senior cycle redevelopment and supporting the transition of students with special educational needs after school.

The National Strategic Framework for Lifelong Guidance and accompanying Strategic Action Plan (2023-2030) will be published soon. These documents were developed by a national policy group which included five government departments including; the Department of Education, Department of Further and Higher Education, Research, Innovation and Science (DFHERIS), the Department of Enterprise, Trade and Employment (DETE), the Department of Children Equality Disability Integration and Youth (DCEDIY) and the Department of Social Protection (DSP).

Within these documents, a vision for lifelong guidance in Ireland is outlined which will allow for a more visible, accessible, streamlined and complementary provision of guidance throughout Ireland.

Within the framework, ‘Access, Inclusion and Universal Design’ is one of four pillars which provide a foundation and direction for the framework. Within the Action Plan, a number of actions are included to support persons with a disability. For example, a short term action is included and the Department of Education and DFHERIS will seek to support all individuals including those who are marginalised or have disabilities to access person-centred opportunities such as work-shadowing/work-experience. In addition, the publications include an action committing to the development of supporting guidance material to embed the learnings from existing programmes in special schools and post-primary schools to support transition planning and positive transitions to further education, employment or disability day services, as appropriate.

My department already has a number of initiatives to ensure students with special educational needs are equipped to enter further and higher education and/or the workforce.

For example;

Under the Comprehensive Employment Strategy (CES) for People with Disabilities, the Department of Education is leading on the implementation of a number of actions supporting transitions and progression in education from early childhood through to further education and training and higher education.

A Transitions Programme Steering Group, chaired by the Health Service Executive (HSE) and including representation from the department, the National Council for Special Education, Education and Training Board Ireland and Solas, established under the strategy is working to oversee development of a transition programme that aims to provide access to all school leavers requiring specialist supports to an appropriate transition programme.

The CES Transitions programme involves 20 schools (7 Mainstream, 3 Special in Galway / 7 Mainstream, 3 Special in Dublin). The overarching objective of the programme is to support students with complex educational needs to transition to the post-school option which suits them best; including further or higher education options, workplace settings or adult disability services.

The second pilot programme – Dormant Accounts Funded Transitions programme is a collaboration between the Department and Walkinstown Association for People with an Intellectual Disability (WALK), an experienced NGO working in the area of disability services and is working with 10 schools – mostly special schools – to deliver their existing Peer Ability programme.

Funding of €11 million has been secured in Budget 2024 for a new Special Schools measures to be in place from next September which will directly benefit nearly 9,000 children in these schools.

The current 15 teacher threshold for the appointment of administrative deputy principals in these schools will be removed so that all special schools can benefit from these posts. This will make a real difference to both staff and students by supporting learning together with parental and community engagement.

An additional 100 post-primary teaching posts are also being provided for, so that our special schools who support children aged 4-18 years are better resourced to provide a greater range of the national curriculum subjects and to improve student progression and transition.

Under Senior Cycle redevelopment, the National Council for Curriculum and Assessment (NCCA) is to develop follow-on Senior Cycle modules for students progressing from Level 1 and Level 2 Learning Programmes at Junior Cycle level. The Post-Primary Special Education Development Group within the NCCA is currently developing these modules, which will be introduced from September 2024.

I am confident that the measures and supports outlined can assist students with special educational needs and disabilities better reach their potential in our schools and transition where possible to further education, training or employment after school.