Hildegarde Naughton (Galway West, Fine Gael)
Link to this: Individually | In context | Oireachtas source

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority 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 2024, €2.7 billion is being spent on special education an increase of €113 million and this is 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 these children.

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.

As a result of this forward planning, 391 new special classes – 255 at primary and 136 at post-primary level – have been sanctioned by the NCSE for this school year. Two new special schools have been established in Cork and Dublin, and further capacity is being expanded in 11 other special schools.

The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. The department and NCSE have already begun planning in relation to further expanding special school capacity for the 2024/25 school year and beyond.

In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years. The four new special schools will be under the patronage of their local Education and Training Board.

It is estimated that a further 300 new special school places may be required each year for the coming years.

When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.

In relation to provision in Monaghan, I want to reassure the Deputy that both my department and the NCSE will continue to monitor and review the need for further new special schools or the expansion of existing special schools in all areas of the country over the coming months and years.

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.