Michael Ring (Mayo, Fine Gael)
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78. To ask the Minister for Education and Skills to acknowledge that a rural school in County Mayo (details supplied) is being unfairly impacted by the methodology change in allocating special needs teaching hours in view of the needs of the children in this school; ask that the Minister will intervene to ensure that the children with additional needs in this school are not left without their fair share of special needs teaching hours allocation and that their hours are not reduced; and if she will make a statement on the matter. [8282/24]

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).

Approximately 98% of all children, including those with special education needs, are educated in mainstream classes with their peers.

The allocation model for 2024/25 distributes the total available number of SET 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 need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.

For the 2024/25 school year nationwide, 67 % of schools have either increased their allocation of hours or retained their previous allocation of hours. Of those schools whose allocation of hours will reduce, 70% will have a reduction of 5 hours or less.

I would be the first to acknowledge that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when we seek to make allocations in respect of 4,000 schools. It is for this reason that we have also streamlined the review process for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.

The Department is cognisant that it is possible that unique circumstances may present in a school which could require an urgent review. In such circumstances, the school may apply for this process through the NCSE. Reviews will be conducted by the NCSE, between March and May each year, to better enable schools to plan for the following September.

Appendix 1 of Circular 002/2024 & 003/2024 clarifies what constitutes unique circumstances and provides further information on the SET Review process.

Application forms for schools to apply for a SET Review will be available on the NCSE website from the week commencing the 19th February 2024.The NCSE will begin accepting applications for SET Reviews on the 1st March 2024 with a closing date for applications of SET Reviews on the 22nd March. Schools must submit their completed application forms through the online portal on the NCSE website.

Catherine Connolly (Galway West, Independent)
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79. To ask the Minister for Education and Skills the availability, location and number of places in ASD units in primary schools in Galway city and county for the 2024-25 academic year; and if she will make a statement on the matter. [8283/24]

Catherine Connolly (Galway West, Independent)
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80. To ask the Minister for Education and Skills the availability, location and number of places in ASD units in primary schools in Galway city and county for the current academic year; and if she will make a statement on the matter. [8284/24]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I propose to take Questions Nos. 79 and 80 together.

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 have been 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, 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 15 are in Galway, 10 at primary and 5 at post-primary level. This brings to 149 the number of special classes in County Galway, 90 at primary level and 59 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.

The table below provides a list of the autism classes within primary schools in County Galway for the 2023/24 school year.

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

As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.

My department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.

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.

Autism Classes, Galway 2023/34

Catherine Connolly (Galway West, Independent)
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81. To ask the Minister for Education and Skills the availability, location and number of places in ASD units in secondary schools in Galway city and county for the 2024-25 academic year; and if she will make a statement on the matter. [8285/24]

Catherine Connolly (Galway West, Independent)
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82. To ask the Minister for Education and Skills the availability, location and number of places in ASD units in secondary schools in Galway city and county for the current academic year; and if she will make a statement on the matter. [8286/24]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I propose to take Questions Nos. 81 and 82 together.

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 15 are in Galway, 10 at primary and 5 at post-primary level. This brings to 149 the number of special classes in County Galway, 90 at primary level and 59 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.

The table below provides a list of the post-primary special classes in Galway for the 2023/24 school year. Planning for special classes and places in Galway and nationwide is currently underway ahead of the 2024/25 school year.

As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.

My department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.

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.

Autism Classes Post-primary Galway 2023/24

Catherine Connolly (Galway West, Independent)
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83. To ask the Minister for Education and Skills the reason for the removal of complex needs from the criteria for the allocation of special education teaching hours; the details of any consultation undertaken by her Department with teacher and parent representative groups with regard to the decision to remove complex needs from the criteria; and if she will make a statement on the matter. [8287/24]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I want to thank the Deputy for raising this issue and for giving me the opportunity to clarify some of the concerns that have been raised regarding the Special Education Teacher Allocations for mainstream schools which issued on the 6th February.

At the outset, I would like to clarify Complex needs have not been removed – the data which was used since 2017 from the CDNT and which is no longer routinely available is being replaced by high quality, verifiable education data.

To ensure that schools are not negatively impacted all existing hours assigned for complex needs are being maintained for each school.

The allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.

There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class teachers sizes at primary level over three budgets to where our PTR at primary level is now 23:1. This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs. In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.

There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.

It is important to note, that the review involved extensive consultation with our education partners and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.

The change to the SET model does not mean a change in policy as it only relates to replacing data, which the review identified was not accurately representing the children with the greatest level of need, with data that is provided to the Department directly from schools. This means that all children in schools, regardless of whether they have been seen by CDNTs are supported in schools.

The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.

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 with special education needs who were assessed or triaged for a waiting list for assessment.

The review highlighted significant concerns in relation to the availability and consistency of the data provided on a national basis by CDNT. This meant that schools for whom no data was returned, even where there was significant need, might lose out. It also meant, where the CDNT’s own data is showing more 16,500 children awaiting a first appointment with a CDNT that these children, who may be of school going age, would also not be supported through the SET allocation.

Therefore the profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.

Catherine Connolly (Galway West, Independent)
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84. To ask the Minister for Education and Skills the details of her engagement with a group (details supplied) with regard to its proposal for a new mechanism to allow schools to inform the Department and NCSE of the level of special educational needs in their schools on a yearly basis to allow for more accurate SET and SNA allocations by the NCSE; and if she will make a statement on the matter. [8288/24]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I want to thank the Deputy for question raised.

My 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 extensive consultation with our education partners and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.

As outlined by my department in the circular accompanying the issue of Special Education Teaching allocations for the 2024/25 school year, the focus for 2024/25 allocations was to create a stabilised and solid foundation as the starting point for a roadmap of continuous development and enhancements of the model over the coming years.

My department, along with stakeholders, are cognisant that the model needs to continue to evolve so that the SET allocations process takes into account new or improved data sources and other changes within the school system.

My department is very much aware that additional data is available in individual schools which may not be available consistently across all schools and a key focus of the roadmap is to develop an accurate and verifiable system to capture such data.

A phased high level plan has been compiled to further enhance the model over the coming years.

My department intends to undertake further detailed consultations with our education partners in the development of future enhancements to the model. The initial focus will be on areas such as:

• Examination of additional potential data sets already available in schools or other areas within the early years settings that could support greater sensitivity in the model.
• Development of a revised process for resourcing new schools and those in early stages of development
• Development of a mechanism for transfer of resources from primary to post primary based on changing demographics
• Examination of geographically isolated schools
• Delivery of a package of training and supports on the use of the continuum and education passports

Catherine Connolly (Galway West, Independent)
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85. To ask the Minister for Education and Skills the number of schools, nationwide and in Galway city and county, that will lose special education teaching resources under the new education model for special needs resources; and if she will make a statement on the matter. [8289/24]

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).

Approximately 98% of all children, including those with special education needs, are educated in mainstream classes with their peers.

The allocation model for 2024/25 distributes the total available number of SET 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 need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.

For the 2024/25 school year nationwide, 67 % of schools have either increased their allocation of hours or retained their previous allocation of hours. Of those schools whose allocation of hours will reduce, 70% will have a reduction of 5 hours or less.

On a national basis 33% of schools will see a reduction in their SET hours of which 70% will be 5 hours or less.

In county Galway 38% will see a reduction in their SET hours of which 72% will be 5 hours or less. The reduction in hours allocated is driven by a significant reduction in enrolments in primary schools, with 10 schools having reduced enrolments of 30 or more pupils.

When we also take account of the significant additional resources being allocated for Ukrainian and/or International Protection children, there will be a net increase of 15 hours across primary and post primary for this County in September 2024

The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teachers and schools who have any concerns can engage with the NCSE on their allocation.

Cathal Crowe (Clare, Fianna Fail)
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86. To ask the Minister for Education and Skills if she will reconsider the decision not to grant assistive technology to a child (details supplied); and if she will make a statement on the matter. [8290/24]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.

It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.

The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum. Assistive technology can be seen as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.

The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.

Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.

In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.

SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.

The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.

Communication devices or medical/therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).

Based on the professional information provided, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student as the information provided does not confirm a diagnosed disability or medical condition in line with my Department's policy circulars. Officials from my Department are contacting the NCSE directly to examine this case further.

If new information becomes available, it is open to the school to submit a new application to the SENO for consideration.

It is also open to parents to contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: www.ncse.ie/seno-contact-information