Naoise Ó Cearúil (Kildare North, Fianna Fail)
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138. To ask the Minister for Education and Skills the measures her Department has taken and will take to make the education system more inclusive for children with autism; and if she will make a statement on the matter. [17205/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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On 16 January 2024, The National Council for Special Education published its policy advice paper on special schools and classes entitled “An Inclusive education for an Inclusive society”. This follows a request in October 2018, by the then Minister for Education and Skills to advise on the educational provision for students in special schools and classes and to make recommendations on the future provision required to enable them to achieve better outcomes.

The NCSE policy advice sought to consider how existing good practices could be incorporated and further developed in the design of an inclusive education system where children have the opportunity to learn in their local school with their siblings and peers.

The policy paper recommends progressive realisation of an inclusive education system for Ireland. It is envisaged that this system will be informed by, and aligned to, the relevant articles of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) which Ireland ratified in 2018.

The advice recommends a phased transition with incremental changes taking place over many years with special schools and classes remaining an important placement option for students and parents. The advice recommends that the Department of Education and the NCSE should seek the evolution of an education system that is configured specifically for the Irish context. This emerging system should have regard to existing good practices in the education system and the boosting of current resourcing with significant increases in psychological and therapeutic supports.

The advice is informed by extensive research, consultation and an examination of similar international education systems. Pathways to post school life options for students with special education needs were also analysed.

There is a strong base from which to develop an inclusive education system in Ireland with investment in special education amounting to €2.9 billion in 2025, his figure builds on previous years and represents over a quarter of the education budget. While the amount expended each year is a budgetary issue, the adoption of a more inclusive education system doesn’t mean there needs to be significant additional spending. We have 20,000 teachers working in specialist settings at the moment. We’ve a similar number of SNAs. The challenge is to ensure that model of inclusion it develops for our system is one which builds on existing good practice and existing resources.

Further research, engagement with stakeholders and other government departments and agencies, piloting, trialling, and evaluation will comprise key components of the department’s response to the policy advice over the coming years.

However, it is important to note that several actions being undertaken or planned for the near future by the department address aspects of the NCSE recommendations. Many of these actions are at an early stage of development and will take considerable time to deliver. However, cumulatively, they address the identified need for the adoption of a more inclusive education system and could be viewed as key enablers of such a system.

Following on from an application from the Department of Education, The European Commission’s DG Reform Office has sanctioned support under the Technical Support Instrument (TSI). TSI is an EU programme that provides tailor-made technical expertise to EU member states to design and implement reforms. This consultancy support will assist in shaping the Department’s response to the policy advice. This is very welcome and should provide us with the necessary expertise to develop the model of inclusion which will work best for our system.