Holly Cairns (Cork South West, Social Democrats)
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66. To ask the Minister for Education and Skills if SNA training will be reviewed in order that SNAs receive a level of training before they enter the classroom. [27454/24]

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

The SNA Workforce Development Unit (SNAWDU) within the 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

A steering group and working groups have been established comprising relevant stakeholders, and work is progressing towards the scheduled completion date for the plan of September 2025. The working group under Pillar 3 – Establishment of a SNA Learning and Development Programme will review the minimum educational requirement for appointment to a Special Needs Assistants role with a view to ensuring that SNAs are appropriately qualified to carry out their role effectively. It will also consider opportunities for continuous learning and development in the SNA role.

Research has also been carried out by the SNAWDU to assess the levels of training completed by SNAs and to identify any learning needs. This includes focus groups with SNAs on Learning and Development convened in May 2023 and the first national survey of SNAs in February 2024. The associated reports for these initiatives are published on .

Focus groups with school leaders to explore the role of the SNA were convened earlier this year and the associated report will issue shortly. The feedback and data gathered from these initiatives will inform decision making on the SNA Workforce Development Plan, including in the area of learning and development for SNAs.

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.

Holly Cairns (Cork South West, Social Democrats)
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67. To ask the Minister for Education and Skills to provide a timeline for the commencement of the Education for Persons with Special Educational Needs Act 2004; and to provide a reasoning for the 20-year delay in its commencement. [27455/24]

Hildegarde Naughton (Galway West, Fine Gael)
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I would like to thank the Deputy for the question and wish to advise you of the following:

The Education for Persons with Special Educational Needs (EPSEN) Act 2004 provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 20 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time. A few sections of the EPSEN Act have not been commenced.

A review of the EPSEN Act 2004 was initiated in December 2021 to modernise and reflect the experiences of students, staff and families. The review process includes extensive stakeholder engagement, including parents, educators, advocacy groups, and experts in special education.

Both commenced and uncommenced sections have been thoroughly considered to ensure a robust legislative foundation. The review process will culminate in a comprehensive report detailing all findings.

Online surveys, launched in November 2022, garnered over 28,000 responses, and qualitative analysis of open submissions has been used as the basis for the second stage of consultation, the focus group stage.

A variety of focus group methods have been employed, including mixed focus groups, mosaic-style engagement with children with special educational needs, and discussions with young adults who have experienced the special educational need model of education. The focus groups concluded in June 2024 and a report is being prepared for consideration.

The review involves an academic assessment and considers legal cases and international comparators. We received over 900 responses to an accessible online survey, designed to accommodate individuals who may face challenges with traditional survey methods.

Once the report is finalised, we will hold an open day in September to gather final feedback from all stakeholders. This review will serve as the foundation for updating the EPSEN Act, to ensure a solid legislative basis.

This significant review is intended to be concluded in 2024, culminating in a comprehensive report that will encompass an analysis of stakeholder and public engagement, feedback from focus groups and open policy day, academic review paper, NCSE policy advice, evidence-based research and conclusions and recommendations.