Michael Lowry (Tipperary, Independent)
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471. To ask the Minister for Education and Skills if the case of a person (details supplied) will be reviewed; if immediate action will be taken to review this refusal and approve the allocation of assistive technology equipment for this student; and if she will make a statement on the matter. [44928/24]

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.

An application for assistive technology was submitted by the primary school in May 2024. Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student.

No appeal has been submitted for the Assistive Technology application concerning this child. Additionally, the post-primary school has not submitted a new application for assistive technology.

It is open to parents to contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: ncse.ie/seno-contact-information

Marc Ó Cathasaigh (Waterford, Green Party)
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472. To ask the Minister for Education and Skills if her attention has been drawn to the need for additional primary school places for children with ASD in Waterford for the school year 2025 (details supplied); and if she will make a statement on the matter. [44939/24]

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.

The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.

The NCSE has advised my department that they are aware of the student’s need for a special class. Parent's are advised to apply to all preferred schools within each school's application window to ensure their child is considered within the school's admission process. The special educational needs organiser (SENO) remains available to advise and assist the family regarding applications for the 2025/26 school year.

It is important that existing classes are filled in the first instance before new special classes are considered. Where there is known demand the NCSE will look to establish a new special class. Almost 1,700 classes have been sanctioned by the NCSE over the last 5 years. In recent years, 11 new special schools have also been established and many more expanded. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to 3,337.

70 of these classes are in County Waterford, 12 are new for the 2024/25 school year, 7 at primary level and 5 at post-primary level. The vast majority of these are autism classes and have a teacher/student ratio of 1:6.

Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide and it is estimated that a similar level of provision will be needed each year for the next 3 years.

The NCSE have recruited additional special education needs organisers (SENOs), advisors and team managers. A total of 120 SENOs now operate nationwide, three of these are solely operating in County Waterford. SENOs play an important role in ensuring there is adequate special educational provision within local areas and are currently visiting schools nationwide to conduct planning meetings. These visits will be key in terms of forward planning for the 2025/26 school year.