Robert O'Donoghue (Dublin Fingal West, Labour)
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372. To ask the Minister for Education and Skills given that children are accessing access and inclusion model support in early years settings, if she will clarify that these figures are being used when determining allocations for primary school ASD classrooms, special needs assistant support and resource teaching; and if she will make a statement on the matter. [13861/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.

Through the accelerated provision of additional special class and special school places over recent years, there are now just over 28,000 students enrolled in special classes and special schools. Budget 2025 provides for an additional 2,700 specialist places, made up of 400 new special class and 300 additional special school places.

The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care.

It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students progress from primary level to post-primary.

My department works closely with the NCSE on the forward planning of new special classes and additional special school places. Special classes established by the NCSE are established under a particular designation of student need, e.g., Mild/Moderate/Severe to Profound Learning Disability or for particular conditions e.g. autism or deaf/hard of hearing, as a result, a diagnosis and/or professional report is required in order for students to be enrolled. This ensures that these classes continue to meet the needs of the students for which they were intended.

The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special education provision and resources. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.

Demand is also established at a local level by parents contacting the NCSE and providing professional reports for recommendations for special education provision. This allows the local special educational needs organiser (SENO) provide support and advice on the schools with available places in classes specific to the needs of the individual student but also to plan and consider what future provision is required.

It is however acknowledged by the NCSE that data on children accessing AIM supports would be beneficial and the NCSE and the Department of Children, Equality, Disability, Integration and Youth are working on a new data sharing agreement to allow this information be shared with the NCSE.

Forward planning by my Department and the NCSE has resulted in the establishment of sixteen new special schools and the sanctioning of almost 1,700 special classes in the last number of years. My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.