Shónagh Ní Raghallaigh (Kildare South, Sinn Fein)
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156. To ask the Minister for Education and Skills if she or her Department plan to enhance communication between her Department and the NCSE; and if she will make a statement on the matter. [22052/25]

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.

Both my department and the NCSE recognise the importance of regular communication at all levels and on all aspects of providing special education services for children. Extensive engagements take place between department officials and the NCSE, to ensure the NCSE meets its objectives as set out in the Education of Persons with Special Educational Needs (EPSEN) Act 2004.

The NCSE meet with officials from both my Departments Special Education Section and Planning and Building Unit of a weekly basis in relation to the provision of special class and special school places. Both the NCSE and my Department work closely on any new guidance or circular letter or communication to schools in relation to the forward planning of special education provision.

In relation to overall governance and performance delivery, officials from my department's Special Education Section meet members of senior management in the NCSE on a quarterly basis, to discuss progress on NCSE goals and actions relating to supporting schools to enable students with special educational needs achieve better outcomes and to ensure a range of educational placement options are available.

Regular meetings also take place with the NCSE to discuss corporate governance and compliance, including management and financial control, and any issues arising in relation to the operation, expansion, performance or conformance of the NCSE, with particular regard to its compliance with the Code of Practice for the Governance of State Bodies.

In addition to these meetings both myself and Minister McEntee meet with senior NCSE officials on a weekly basis to the discuss the progress being made regarding provision for the 2025/26 school year and to discuss developments regarding the forward planning of future provision.

The department also works closely with the NCSE on other operational matters and interactions take place between department officials and NCSE staff on a daily basis. Such interactions can focus on operational matters such as applications for home tuition grants and the Assistive Technology Scheme.

Shónagh Ní Raghallaigh (Kildare South, Sinn Fein)
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157. To ask the Minister for Education and Skills the reason the NCSE does not record the demand for mild learning classes; and if there is a plan to implement records. [22053/25]

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.

It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary. Where students have more complex needs special class and school places are provided.

The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.

For the 2025/26 school year close to 15,000 special education teachers have been allocated to support children and young people in mainstream classes. The NCSE will also allocate approximately 12,500 special needs assistants to support children with care needs in these settings.

My department works closely with the NCSE on the forward planning of new special classes and additional special school places. Building on successive budgets, Budget 2025 secured funding for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. This will deliver 2,700 new places for children. The designation of these classes varies in locations and is driven by demand.

My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education appropriate to their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children seeking a special school place in a region.

Looking forward my department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2026/27 school year and beyond.

Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local SENOs are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.

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.