Shónagh Ní Raghallaigh (Kildare South, Sinn Fein)
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225. To ask the Minister for Education and Skills if she will consider expanding SNA duties and roles beyond their current ones; and if she plans to recognise that SNAs often go above and beyond their limited roles for the children. [21810/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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I want to assure the Deputy that I am very aware of the invaluable contribution that Special Needs Assistants make to the educational experience and overall wellbeing of students in our schools. I also recognise that SNAs demonstrate a deep commitment to their roles and the students that they work with, frequently going above and beyond their core duties.

In recognition of the evolving nature of the SNA role, and in line with commitments made under the Programme for Government, my department has commenced work on the first SNA Workforce Development Plan (the plan) which is due for delivery later this year. The plan is being developed in direct consultation and collaboration with SNAs and other key stakeholders including school leaders, teachers, parents and students, giving all parties an opportunity to provide input.

The plan which includes a review of the SNA contract is being developed in direct consultation and collaboration with SNAs and other key stakeholders including school leaders, teachers, parents and students, giving all parties an opportunity to provide input and share views on the future development and direction of the SNA service. The are five key areas that the plan will address:

– Pillar 1 - Review and development of the SNA role

– Pillar 2 - Establishment of a quality 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

The work under Pillar 1 includes an extensive review of Department of Education circular 0030/2014 which is the current circular setting out the role of the SNA. A sub-working group has been established for this purpose and is working with key stakeholders to ensure that the new circular will provide clarity around the SNA role and duties for all in the school community.

Shónagh Ní Raghallaigh (Kildare South, Sinn Fein)
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226. To ask the Minister for Education and Skills if she plans to introduce clear guidelines in relation to what qualifies as children’s needs for a space in school; and the reason the NCSE and her Department do not work cohesively to achieve this clear wording. [21811/25]

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.

As you are aware special classes 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. Enrolment into these classes is closely linked to its designation. This ensures that these classes continue to meet the needs of the students for which they were intended and for this reason, a diagnosis and/or professional report is required in order for students to be enrolled.

My department recently issued a circular 0023/2025 which reminded schools that a new assessment was not required for children transitioning from a primary special class into a post-primary special class. It is important that children progressing from primary to post-primary level can do so without the need to provide a more up-to-date recommendation.

This specialist provision is provided for children with the most complex of needs. However, it is important to remember that the majority of children and young people with special educational needs are educated in mainstream classes with their peers. These children are supported by special education teachers and SNA to attend mainstream classes and no professional reports are required to access these supports in school.

In a separate circular letter 0080/2024 to all schools in October 2024, my Department also set out clearly the criteria for admission to autism special classes.

In working to develop a more inclusive education system, we want to support as many students as possible to attend their local mainstream schools. This means that children are not required to travel long distances to attend special schools or classes and can attend school in their local communities.

15,000 special education teachers have been provided to enable schools to achieve this. In practical terms this means schools get a substantial additional teaching allocation to support children with special education needs who are in mainstream classes. Importantly, children are not required to have a diagnosis, recommendation or report to access this support.

Allocations of special education teaching (SET) posts for the next school year have recently been provided to schools and SNA allocations will be confirmed by the NCSE to schools in the coming weeks. The NCSE also publish SET and SNA allocations on their website.

Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 399 of these classes have already been sanctioned for the 2025/26 school year. These will be added to the 3,335 special classes already in operation nationwide. There are also 129 special schools with approximately 9,000 students enrolled. Five of these are new for the 2025/26 school year and will open for enrolment shortly.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.