Jen Cummins (Dublin South Central, Social Democrats)
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403. To ask the Minister for Education and Skills the number of special education teachers allocated per school in DEIS and non-DEIS schools in 2024; the criteria used for these allocations, in tabular form; and if she will make a statement on the matter. [25132/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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At the outset let me clarify the purpose of both the DEIS programme and the Special Education Teaching (SET) model.

The DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. It provides a targeted range of supports and is additional to the universal supports provided to all schools. The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage.

The SET model is an allocation model to provides all schools (including those schools classified as DEIS) with additional teaching hours to support the learning needs of their students. The SET allocation model for 2024/25 distributed the total available number of SET posts nationally in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. using school-level data from standardised tests which reflect relative levels of overall learning needs in each individual school.

In addition, the model also includes a portion of the allocation to each school for pupils who are at risk of educational disadvantage. It is important to understand that the allocation is focused on the pupil data rather than a school’s designation.

While schools are already provided with additional resources under the DEIS scheme, the allocation within the SET Model is provided to ensure that any pupil(s) from a geographically disadvantaged area who have enrolled in a non DEIS school is provided with additional support to aid those students.

DEIS schools also benefit from this part of the SET allocation model as it is applied to all schools. So DEIS schools who receive additional resources as a result of the DEIS designation also receive an allocation based on the individual pupils enrolled from a disadvantaged geographic area.

In relation to the criteria used for the SET allocations which applies to all schools they are as follows

1: Enrolment Allocation.

2: Educational Teaching Needs Profile

3. Educational Disadvantage

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs, including those who require SET support for their care needs.

Any school who believes that they have insufficient resources to support their pupils with identified special education teaching need should make contact with their local special education needs organiser (SENO) to discuss the matter.

The NCSE publishes the special education teacher allocation for each school (including DEIS schools) on their website and it is available at

The following link outlines all schools nationally who are designated with a DEIS status:

www.gov.ie/en/department-of-education/policy-information/deis-delivering-equality-of-opportunity-in-schools/#deis-schools-2024-2025

Jen Cummins (Dublin South Central, Social Democrats)
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404. To ask the Minister for Education and Skills the timeline for the review of the Education for Persons with Special Educational Needs Act 2004; and if she will make a statement on the matter. [25133/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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I would like to thank the Deputy for the question.

The report on the EPSEN Review is currently being finalised and will be published shortly.

There has been significant progress on the EPSEN Review, and to provide context, the following outlines its background and key developments.

The Department of Education's policy, which is set out in the Education for Persons with Special Educational Needs (EPSEN) Act 2004, is that children with special educational needs should be educated in mainstream placements with additional supports provided as appropriate. The majority of children with special educational needs are supported in this way.

The review of the EPSEN Act 2004 was initiated by Minister Madigan in December 2021 to modernise and reflect the experiences of students, staff and families. The review process includes extensive stakeholder engagement, including parents, educators, advocacy groups, and experts in special education. Online surveys, launched in November 2022, garnered over 28,000 responses, of which 16,205 complete surveys were included in the survey analysis. Qualitative analysis of open submissions has been used as the basis for the second stage of consultation, the focus group stage.

A variety of focus group methods were employed, including mixed focus groups, mosaic-style engagement with children with special educational needs, and discussions with young adults who have experienced the special educational need model of education. Focus groups were held in a number of different settings including English and Irish medium schools, Youthreach, adult services, and third level institutions. The resulting report from these Focus Groups will be made available when the overall Review report is published.

An easy access survey was launched. This accessible online consultation platform was designed to accommodate individuals who may face challenges with traditional survey methods. This was the first time such a method was undertaken by the Department of Education.

The review involves an academic assessment and considers legal cases and international comparators.

An Open Policy Day was held on 3rd October 2024 to integrate feedback from surveys and focus groups, insights from the academic review, and inputs from the NCSE policy advice. The draft report is currently being finalised for the Ministers attention.

This significant review will culminate in a comprehensive report that will encompass an analysis of stakeholder and public engagement, feedback from focus groups and open policy day, academic review paper, NCSE policy advice, evidence-based research and conclusions and recommendations.

Jen Cummins (Dublin South Central, Social Democrats)
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405. To ask the Minister for Education and Skills if there are plans to expand ASD classes in mainstream schools in Dublin south central to meet increasing demand; and if she will make a statement on the matter. [25134/25]

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.

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. Of these 98 are in County Dublin, 79 at primary and 19 at post primary level. These classes are being provided across County Dublin and across North and South Dublin.

This will add to the 602 special classes currently in operation in the county. There are also 40 special schools in Dublin with approximately 2,600 students enrolled.

The NCSE advise that the level of new special class provision being provided, along with the number of places available through the normal movement of children from primary to post-primary, to a special school etc, should be sufficient to meet the needs of children known to the NCSE.

The NCSE will be working to further expand special class provision for the 2026/2027 school year, particularly at post-primary level.

My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.