Mattie McGrath (Tipperary, Independent)
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213. To ask the Minister for Education and Skills her response to the concerns raised by the staff of a school (details supplied) in relation to the lack of resources and supports and the impact on the school community; and if she will make a statement on the matter. [23689/24]

Hildegarde Naughton (Galway West, Fine Gael)
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I want to confirm my department's commitment to continuing to support our special schools.

The National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of students with special educational needs in special schools, in accordance with my department’s policies. Special school staffing allocations will continue to be reviewed and updated each year by the NCSE.

Special schools are staffed on the basis of their actual student profiles and the disability category of each student. The number of staff allocated to special schools is generally in excess of the original baseline allocations set out in guidelines dating back to the 1990's. This is in recognition of the work of many special schools in adapting their designation and admitting students with a wide range of special educational needs, in order to meet the needs of their communities.

The department welcomes and supports this practice and special schools are encouraged to expand their admission policy, in order to provide special school educational opportunities for students with the most complex needs. The department and NCSE see the strongest growth for additional special school placements from students with autism and complex learning needs, moderate general learning disability and severe/profound general learning disability.

It is for this reason special schools will continue to be staffed on the basis of each year’s current school enrolments and the disability category of each student.

My department recognises that special schools face unique challenges and is committed to ensuring these schools are adequately resourced and supported. This coming school year will see the extension of administrative deputy principal posts for all special schools and an additional 100 post-primary teaching posts which will greatly benefit these schools.

The expansion of services within the NCSE has allowed for a 64% increase in the number of SENOs who at a local level are a pivotal point of contact for parents, guardians and schools. This increase of on the ground support in addition to the enhanced capacity of other services within the NCSE will bolster the level of service they provide and put in place effective structures to ensure schools are fully supported.

The provision of therapy supports for children with disabilities and the Children's Disability Network Team (CDNT) service is the responsibility of the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the Health Service Executive (HSE) and any queries in this regard should be addressed directly to DCEDIY and the HSE. Queries relating to primary care and mental health therapy services is the responsibility of the Department of Health.

My department is acutely aware of the extent of the challenge for all schools, and special schools in particular, in meeting the needs of children with complex special educational needs. I can assure you that my department is doing everything possible in our engagement with the HSE and the DCEDIY / Department of Health to ensure that therapeutic services are available to those children who most need those services.

In addition, the new Cabinet Committee on Children and Education and Disability, which includes all responsible departments and Ministers is committed to working to improve the lives of children and young people particularly those with a disability or special educational need and allows us as ministers to focus our discussion on matters such as therapeutic supports and examine any and all possible solutions to this shortfall in service.

Understanding behaviours of concern and responding to crisis situations is of critical importance, my department are currently finalising guidelines for schools in this area. The guidelines, which have been subject to extensive consultation with education stakeholders and advocacy groups, are underpinned by a rights-based approach.

The draft guidelines have been trialled in a number of special schools including the school referred to by the Deputy. Feedback from the trial schools has been very positive and will inform the final version of the guidelines, which are due to be published later this school year alongside a range of training options, including procured training on understanding behaviours of concern and responding to crisis situations. Special schools will be prioritised for access to this element of the training options in the first instance.