Roderic O'Gorman (Dublin West, Green Party)
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424. To ask the Minister for Education and Skills is she aware of delays in the processing of assistive technology grant forms by her Department; if she is aware of the impact that these delays are having on the education of children with additional needs; and if she will make a statement on the matter. [25266/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.

It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.

The Assistive Technology Scheme, provided by my department, supplements the overall funding approach for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment to access the school curriculum. For children with more complex disabilities who require such equipment to access the school curriculum, which they do not already have or which cannot be provided for them through the schools' existing provisions, schools can apply for this equipment under the terms of the Assistive Technology Scheme.

To do this, schools make applications directly to their local Special Educational Needs Organiser (SENO), providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.

To qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential to allow the student to access the curriculum.

SENOs will review the application, and professional reports provided in support of same, to establish whether the criteria of the scheme have been met. They will then make a recommendation to my department as to whether assistive technology is required; and based on this recommendation, my department will decide on the level of grant, if any, to be provided.

My department has received a large volume of Assistive Technology applications that are currently being processed. Over the past few years, there has been a significant increase in applications, with more than double the amount of equipment being sanctioned in 2024 compared to 2018.

The Special Education Section is currently reviewing the Assistive Technology Scheme, with one of the key goals being to streamline the application process.

My department would like to reassure the deputy that applications for equipment for students with hearing and/or visual impairments have been prioritised and there is currently no delay in the processing these applications. Sixth class pupils are also being prioritised to ensure that equipment is in place to assist with their transition to post-primary school. All other applications will continue to be processed as quickly as possible in accordance with the date the recommendations are received in the department by the SENO.

Roderic O'Gorman (Dublin West, Green Party)
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425. To ask the Minister for Education and Skills for an update on the assistive technology grant application for a child [details supplied]; and if she will make a statement on the matter. [25267/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment. It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.

I can confirm that an application for assistive technology for the pupil named by the deputy was received in my Department and funding was sanctioned to the school on the 14th of May 2025.

Jen Cummins (Dublin South Central, Social Democrats)
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426. To ask the Minister for Education and Skills if she will review the recent changes to the allocation criteria for additional teaching supports for children with complex needs in mainstream schools and assess the potential impact on their educational outcomes; and if she will make a statement on the matter. [25284/25]

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.

By the end of the year there will be over 20,800 special educational teachers and 23,400 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have over 44,000 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.

The allocations of special education teaching posts for the next school year were published on 11 February and all schools received an email notification from the NCSE of their allocation.

For the 2025/26 school year close to 15,000 special education teachers have been allocated to schools to support these children and young people.

The allocation model uses a variety of statistical data to complete allocations. This data includes, enrolment data, data on educational needs profiles (literacy and numeracy) and data on educational disadvantage. This data is sourced from within the education sector to ensure it is validated and assured. The only external data used is the Pobal HP Deprivation Index which is used by Irish government departments for identification of disadvantage.

The 2025/26 school year will see almost 86% of schools either increase their allocation of hours or retain their previous allocation. Of schools who will see a reduction this is driven by demographic change in the geographic area and a reduction of enrolments in the school. The vast majority of these schools will see a reduction of under five hours.

Of course, unique circumstances may arise in schools that may be difficult to reflect in a standardised method. Therefore, any school who has any concerns on their allocation can engage with the NCSE. The NCSE will provide support to schools as required and will examine if the allocation is sufficient to meet the identified needs of all children and young people enrolled.

Where the NCSE identifies the need for additional resources, my department will immediately approve the identified increase so that it is available to the school ahead of the 2025/26 school year.

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.