Imelda Munster (Louth, Sinn Fein)
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191. To ask the Minister for Education and Skills the criteria for allocating SNA support to children in both primary and secondary school; and if she will make a statement on the matter. [5162/24]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Enabling children with special educational needs to receive an education 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).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.

This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).

In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.

Special Needs Assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.

It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.

The Department's policy in relation to the SNA scheme is set out in Circular 0030/2014. This Circular clarifies the purpose of the SNA scheme and details of the primary care needs for which SNA support will usually be provided and the types of secondary associated tasks which SNAs may often perform. The circular is available at circulars.gov.ie/pdf/circular/education/2014/30.pdf

The school can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students.

Detailed information on the NCSE Exceptional Review process is published on the NCSE website ncse.ie/application-for-sna-exceptional-review .

The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.

The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.

Following the outcome of the review, the NCSE can make the local SENO available to the school to discuss their current deployment of SNA supports in the school and to put these supports to the best advantage of the students. NCSE in-school support is also available to schools to offer further guidance and support.

All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie .

The NCSE have published the SNA allocations for the 2023/24 school year and they are available at ncse.ie/set-hours-and-sna-allocations

The department does not have a role in making individual school determinations and the school should liaise with the NCSE directly in the event that additional supports are required.

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Enabling children with special educational needs to receive an education 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).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.

This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).

In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.

Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.

These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.

My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.

In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey and Limerick. This will bring to 11 the number of new special schools established in recent years.

Along with the two new special schools opening this school year, 389 new special classes – 253 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.

A number of initiatives are provided by the State within an early years setting to support children with special educational needs, these include;

The Early Childhood Care & Education Scheme (ECCE) and the Access and Inclusion Model (AIM) under the remit of the Department of Children Equality, Disability, Integration and Youth (DCEDIY) and Early Intervention (EI) classes in mainstream and special schools, which are under the remit of my department.

The ECCE programme is a universal two-year pre-school programme available to all children within the eligible age range. It provides children with their first formal experience of early learning prior to commencing primary school. The programme is provided for three hours per day, five days per week and runs from September to June. It is available to all children who have turned 2 years and 8 months of age before September 1st as long they won’t turn 5 years and 6 months of age on or before June 30th of the programme year.

Any child, including a child who may have a diagnosis of autism or another condition/additional need, can access the ECCE programme.

AIM enables the full inclusion and meaningful participation of children with disabilities/additional needs within 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 disability/additional need 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.

A report on the review of AIM is due to be published by the DCEDIY later this year.

Additionally, the NCSE sanction the establishment of EI classes in school settings where there is identified need.

When enrolling a child in a school setting it is a requirement that a child must be at least 4 years of age at the start of the school year. It is also a requirement that a child have started school by the time they are 6 years of age.

However, EI classes are intended to provide early support for children with autism and are made available to autistic children who are aged between 3-5 years of age.

EI classes follow the same junior/senior infant day i.e. 4 hours 40 minutes, however, schools, in consultation with parents, may reduce the length of the school day for 3-year-olds who are unable to manage a full day in the EI setting.

Following EI, children will attend a mainstream class unless there is professional guidance that they require a special class.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.