Paul Murphy (Dublin South West, RISE)
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344. To ask the Minister for Education and Skills further to Parliamentary Question Nos. 189 of 23 May and 152 of 27 June 2024, when the visit referred to occurred; if her Department will organise another visit to see the current status; and if a report will be provided of this visit. [29652/24]

Norma Foley (Kerry, Fianna Fail)
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I can confirm to the Deputy, that officials from my Department's Professional and Technical Section visited the schools in question on 21 May 2024. On foot of this visit, recommendations were provided to the Building Officer of Educate Together. The Department has requested Educate Together, as patron of the school in question, to work with the school to fulfil the agreement made with the special school. The Department-supported Educate Together Buildings Officer has been asked to work through an appropriate solution in this respect. Engagement between the Department and patron is ongoing.

The need for a follow up visit by my officials will be kept under review.

Paul Murphy (Dublin South West, RISE)
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345. To ask the Minister for Education and Skills further to Parliamentary Question Nos. 189 of 23 May and 152 of 27 June 2024, where the rental accommodation referenced, is located; the way she will ensure that those placed in this accommodation will not be isolated from the rest of the school community; and if she will make a statement on the matter. [29653/24]

Norma Foley (Kerry, Fianna Fail)
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As the Deputy will be aware, the accommodation arrangements for the school in question are in place only until the school can take up full residence of the Greenhills building. At that time the placement of the special classes can be considered further for full integration purposes. In the interim, it will be a matter for the school authorities to manage integrating the special class pupils to mainstream classes, as appropriate, as is the case for all schools.

A key goal of the education system is that children and young people with special educational needs access and participate in their learning in mainstream educational settings to the greatest possible extent. Special classes play a key role in facilitating this access and participation.

The Guidelines for Setting Up and Organising Special Classes (NCSE, 2024) provide information and guidance to schools on the setting-up and organisation of NCSE-sanctioned special classes in mainstream primary and post-primary schools. The Guidelines state ‘as learning needs may change over time, a student’s enrolment in a special class should be kept under continual review by the school. The Guidelines also outline good practice points and the importance of individualised planning. Student Support Plans may include key independence and communication targets designed to facilitate students’ inclusion in mainstream classes to the greatest possible extent, and/or full inclusion to mainstream placement, where feasible.

Furthermore, the NCSE has published Transitional Guidelines for Parents, Students and Schools to assist the process of transition for students with special educational needs including moving between special and mainstream settings, these can be accessed at:

Finally, the NCSE delivers a range of professional development initiatives and support for teachers working with students with special educational needs in special classes. Schools should contact the NCSE through the NCSE portal for advice and professional development, if required.