Jennifer Murnane O'Connor (Carlow-Kilkenny, Fianna Fail)
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256. To ask the Minister for Education and Skills when a child (details supplied) will receive the support they need in an educational setting; and if she will make a statement on the matter. [17323/24]

Hildegarde Naughton (Galway West, 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 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.

For 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.

Special education teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools. Schools take account of the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have.

Additionally, 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 allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management. SNAs are deployed by the school in a manner which best meets the care support requirements of the students enrolled for whom SNA support has been allocated.

A parent can discuss the level of special education teaching (SET) and SNA support provided to their child with the school, the department is not involved in the allocation of SET or SNA support to individual students.

Schools can apply to the NCSE for a review of its SET or SNA allocation if it is insufficient to meet the needs of its students. Detailed information on the SET and SNA review process is published on the NCSE website.

The provision of health-related therapy services, including occupational therapy and speech and language therapy services is a matter for the HSE and queries in relation to those services should be directed to the HSE or to the Department of Children, Equality, Disability, Integration and Youth.

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 the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list

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

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.

James Lawless (Kildare North, Fianna Fail)
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257. To ask the Minister for Education and Skills the current waiting times involved in the application of assistive technology in primary schools; if she will assist in an application (details supplied); and if she will make a statement on the matter. [17331/24]

Hildegarde Naughton (Galway West, 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. 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 or 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).

My Department has received a large volume of Assistive technology applications that are currently being processed. There has been a large increase in applications for Assistive Technology over the last number of years, with approximately double the amount of equipment being sanctioned in 2023 compared to 2018. Special education are currently reviewing the Assistive Technology Scheme, with streamlining the application process being one of the key goals of this review.

Applications for equipment for students with hearing impairment and/or visual impairment have been prioritised. Sixth Class pupils are also being prioritised to allow equipment be purchased before student move to post primary school. All other applications will be processed in accordance with the date that the recommendations has been received in the Department by the SENO. At present, application received by the Department are being processed in approximately 20 working days. This process time has decreased substantially since the beginning of the year, and the Department will continue to process assistive technology claims as efficiently as possible.

Regarding the Assistive technology application referred to by the deputy, officials from my department have contacted the school and the NCSE to check the status of this application. The school submitted the application to the NCSE on the 29^th February 2024 and the application is currently with the NCSE for evaluation. The SENO Team Manager remains available to the family for further advice and support. Contact information for SENO's and Team Managers can be found here: www.ncse.ie/regional-services-contact-list

Patrick Costello (Dublin South Central, Green Party)
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258. To ask the Minister for Education and Skills for a breakdown, by county or local authority area, of the number of children waiting for special education school places; and if she will make a statement on the matter. [17337/24]

Hildegarde Naughton (Galway West, 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.

For 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 will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.

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 engages 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, 390 new special classes – 254 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.

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.

Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. A significant number of new special classes have been sanctioned by the NCSE for the coming school year and the NCSE advise my Department that the locations of further new classes for 2024/25 will be confirmed by the NCSE shortly.

Parents have the right to choose the school they wish their child to enrol. Enrolments to schools are a matter for each board of management and parents apply directly to schools, therefore, my department does not hold records in relation to the information requested by the Deputy.

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 the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list

My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.

Patrick Costello (Dublin South Central, Green Party)
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259. To ask the Minister for Education and Skills for a breakdown within the Dublin City Council area for the number of special schools operating in the area and their capacity; the number of special classes operating in the area and their capacity; the number of mainstream schools with special needs assistants, outlining the number assigned to each school; and if she will make a statement on the matter. [17338/24]

Hildegarde Naughton (Galway West, 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 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.

For 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 will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.

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 engages 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, 390 new special classes – 254 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.

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.

There are currently 534 special classes in County Dublin, 408 at primary level and 126 at post-primary level. Of these 205 are in the Dublin City Council area – 162 at primary level and 43 at post-primary level. These classes provide capacity for 1,250 students – 986 students at primary level and 264 students at post-primary. 23 of these classes were established for the 2023/24 school year – 17 at primary level and 6 at post-primary. A list of special schools and special classes is available on the NCSE website.

In addition there are 24 special schools in the Dublin City Council area – 20 NCSE supported special schools, three Hospital schools and one special school attached to the Child and Adolescent Mental Health Services. There are currently 1,673 students enrolled in these schools.

The allocation of SNAs to mainstream schools is managed by the NCSE. The NCSE publish statistics on SNA allocations to primary, post primary and special schools in tabular form, by county and by school, for each school year, this information is available on their website, www.ncse.ie or by using the following link ncse.ie/statistics

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.

Patrick Costello (Dublin South Central, Green Party)
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260. To ask the Minister for Education and Skills the measures her Department is taking to increase the provision of special education places throughout schools in the country; and if she will make a statement on the matter. [17339/24]

Hildegarde Naughton (Galway West, 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 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.

For 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 will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.

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 engages 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, 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 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.

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.

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

Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of new classes for 2024/25 will be confirmed by the NCSE shortly.

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 wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. The department and the NCSE continue to have engagement with post-primary school management bodies in relation to the provision of special classes.

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 the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list

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.

Patrick Costello (Dublin South Central, Green Party)
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261. To ask the Minister for Education and Skills for an update in relation to the review of contracts for special needs assistants; and if she will make a statement on the matter. [17340/24]

Hildegarde Naughton (Galway West, Fine Gael)
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I would like to thank the Deputy for his question.

Special Needs Assistants (SNAs) make a valuable contribution to our school communities through the provision of adult support to enable students with significant care needs attend school and also to minimise disruption to class or teaching time for the students concerned, or for their peers, and with a view to developing their independent living skills.

The SNA Workforce Development Unit within Special Education section in my Department has commenced work on the first Special Needs Assistants Workforce Development Plan. The plan will be developed over the next two years in consultation with stakeholders including school leaders and the SNAs themselves. The key areas that the plan will address are:

– Pillar 1 - Review and Development of the SNA role

– Pillar 2 - Establishment of a Quality Assurance Framework

– Pillar 3 - Establishment of a SNA Learning and Development Programme

– Pillar 4 - Supporting SNA Recruitment, Retention and Diversity

– Pillar 5 - Development of a Communications Strategy

Working groups have been established under each of the five pillars of the plan. The working group under Pillar 4 – Supporting SNA Recruitment, Retention and Diversity will review the Contract of Employment for Special Needs Assistants as provided in DE Circulars 12/05 & 15/05. This will fulfil a commitment under the Building Momentum public service agreement which was deferred to align with work on the Plan.

I am pleased that my department has been able to establish this dedicated unit to deliver the SNA Workforce Development Plan which will ensure an enhanced SNA service is provided to children with significant care needs.

Patrick Costello (Dublin South Central, Green Party)
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262. To ask the Minister for Education and Skills for an update in relation to the Special Needs Assistant Workforce Development Plan; and if she will make a statement on the matter. [17341/24]

Hildegarde Naughton (Galway West, Fine Gael)
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I would like to thank the Deputy for his question.

Special Needs Assistants (SNAs) make a valuable contribution to our school communities through the provision of adult support to enable students with significant care needs attend school and also to minimise disruption to class or teaching time for the students concerned, or for their peers, and with a view to developing their independent living skills.

The SNA Workforce Development Unit (SNAWDU) within Special Education Division in my Department has commenced work on the first Special Needs Assistants Workforce Development Plan (the plan). The plan will be developed in consultation with stakeholders including SNAs, school management bodies, trade unions, schools, parents and children. The key areas that the plan will address are:

– Pillar 1 - Review and Development of the SNA role

– Pillar 2 - Establishment of a Quality Assurance Framework

– Pillar 3 - Establishment of a SNA Learning and Development Programme

– Pillar 4 - Supporting SNA Recruitment, Retention and Diversity

– Pillar 5 - Development of a Communications Strategy

Research completed to date includes focus groups with SNAs on Learning & Development convened in May 2023 and the associated report is published on the government website www.gov.ie. Further focus groups with school leaders were convened earlier this year and the first national survey of SNAs was also completed. Associated reports will be published shortly. The feedback and data gathered from these initiatives will inform decision making on the SNA Workforce Development Plan

A steering group and working groups have been established comprising relevant stakeholders, and work is progressing towards the scheduled completion date of September 2025.

I am pleased that my department has been able to establish this dedicated unit to deliver the SNA Workforce Development Plan which will ensure an enhanced SNA service is provided to children with significant care needs.

Sorca Clarke (Longford-Westmeath, Sinn Fein)
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263. To ask the Minister for Education and Skills the number of pupils availing of SEN supports in integrated settings in mainstream primary schools and post-primary schools in the past five years. [17344/24]

Hildegarde Naughton (Galway West, 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 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.

For 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).

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

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.

Special education teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools. Schools take account of the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have.

Additionally, 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 allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management. SNAs are deployed by the school in a manner which best meets the care support requirements of the students enrolled for whom SNA support has been allocated.

A parent can discuss the level of special education teaching (SET) and SNA support provided to their child with the school, the department is not involved in the allocation of SET or SNA support to individual students.

As schools have flexibility in how they distribute SET and SNA support to students', the total number of students supported is not to hand.

There are presently over 14,400 special education teachers and 11, 800 SNA's supporting students in mainstream classes. The NCSE publish statistics on SNA and SET allocations to primary, post primary and special schools in tabular form, by county and by school, for each school year, on their website, www.ncse.ie.

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.

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

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.

For 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 will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.

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 engages 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, 390 new special classes – 254 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.

For the 2024/25 school year, four new special schools will be established in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.

Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of new classes for 2024/25 will be confirmed by the NCSE shortly.

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 the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list

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.

Holly Cairns (Cork South West, Social Democrats)
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265. To ask the Minister for Education and Skills the process for assessing the need and identifying areas for the foundation of new special schools; and if her Department intends to establish a new special school in west Cork. [17351/24]

Hildegarde Naughton (Galway West, 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 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.

For 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 will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.

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 engages 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.

There continues to be an increasing need to provide additional special school places to support children with complex needs. To meet this need, seven new special schools have been established in recent years and capacity has been expanded in a number of 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. A further four special schools will be established for the 2024/25 school year. These schools will be established in Meath, Kildare, Wexford and Limerick under the patronage of their local Education and Training Boards. This will bring the number of NCSE supported special schools nationwide to 124. 16 of these are in County Cork.

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 planning for increased special school places, the department and NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.

An important consideration when deciding to establish or expand provision in an existing special school is the distances that some students are travelling in order to access a special school placement.

My department and the NCSE are continually reviewing where additional capacity is required in existing special schools or in what regions a new special school may need to be established over the coming 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.