Pádraig O'Sullivan (Cork North Central, Fianna Fail)
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279. To ask the Minister for Education and Skills for an update on the special school proposed for Glanmire; and if she will make a statement on the matter. [7615/24]

Norma Foley (Kerry, Fianna Fail)
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A building project to provide a new permanent school building for an existing special school is currently being planned for the site in Glanmire.

The project brief for this school building is currently being developed and my Department will be liaising with the school patron when this process has been completed.

Pádraig Mac Lochlainn (Donegal, Sinn Fein)
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280. To ask the Minister for Education and Skills if she is aware of the widespread shock and dismay amongst parents and carers, caused by the changes to the allocation of the special education teaching hours; and if she will urgently review this decision. [7622/24]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I want to thank the Deputy for his query in relation to the Special Education Teacher Allocations for mainstream schools which were issued on the 6th February.

There has been a limited change to the method used to allocate Special Education teachers to mainstream classes. The previous Special Education Teacher allocation model was in place since 2017. The Department commenced a review of the model in late 2022 to ensure that it was meeting the changing needs in special education. This review involved consulting with unions, management bodies, and schools to hear what their views were on the strengths and shortcomings of the allocation model.

The allocation model for 2024/25 distributes the total available number of Special education Teacher posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect relative levels of overall needed. It seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources.

The complex needs input, which was introduced in the 2017 model, was predicated on the provision of data from the HSE Children Disability Network Teams on children entering junior infants with special education needs who were assessed or triaged for a waiting list for assessment.

The review highlighted concerns in relation to the veracity and the consistency of the data provided on a national basis by the CDNT.

The Standardised test results identify pupils who are achieving below the average and may require some degree of additional teaching support.

The Educational Teaching needs profile is calculated based on educational outcome data which are collected and held within schools and submitted to the Department of Education. Hence, the profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.

These are a consistent and reliable indicator to identify additional learning need, particularly those with the highest level of need.

In the review of the model consideration was given to those students with multiple needs and who may not have undertaken standardised testing and this has been incorporated in the model. Pupils who are marked as exempt (approx. 1% of the population) are included in the calculations to ensure that the school receives an allocation to support them.

To ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs.

Of schools across the country, 67 % of schools have either increased their allocation or retained their previous allocation. Of those schools whose allocation has been decreased, 70 % of these schools have reduced their hours by 5 hours or less.

Aengus Ó Snodaigh (Dublin South Central, Sinn Fein)
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281. To ask the Minister for Education and Skills what can be done to ensure a child (details supplied) receives a place in an ASD unit. [7629/24]

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 €113 million 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 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.

As a result of this forward planning, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.

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, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.

Of these 71 are in Dublin, 48 at primary and 23 at post-primary level. This brings to 534 the number of special classes in Dublin, 408 at primary level and 126 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.

In relation to the student referred to by the Deputy, the NCSE has advised my department that the special educational needs officer (SENO) is in regular contact with the parents of the student and is providing information on available placements and offering guidance.

Planning for special classes and places in Co. Dublin and nationwide is currently underway ahead of the 2024/25 school year.

Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list.

Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes.

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.

Norma Foley (Kerry, Fianna Fail)
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The arrangements in relation to the Job Sharing Scheme for Special Needs Assistants are set out in my Department's Circular 0041/2014. Under the terms of this scheme, an SNA participating in the Job Sharing Scheme is not permitted to engage in any additional SNA/teaching duties.

As a temporary measure, this restriction was suspended for the 2020/2021 and the 2021/2022 school years.

However, as set out in my Department's circular 28/2022, this temporary measure ceased at the end of the 2021/2022 school year and the normal terms and conditions which apply to the SNA Job Sharing Scheme again applied with effect from the start of the 2022/2023 school year.

It is not currently proposed to make any additional amendments to the terms of the Job Sharing Scheme for SNAs as set out in circular 0041/2014.