Réada Cronin (Kildare North, Sinn Fein)
Link to this: Individually | In context

62. To ask the Minister for Education and Skills the level of communication between her Department and the NCSE; if the NCSE report to her Department on the demand for mild learning classes in schools; and if she will make a statement on the matter. [26274/25]

Réada Cronin (Kildare North, Sinn Fein)
Link to this: Individually | In context

63. To ask the Minister for Education and Skills if there is a record of demand for mild learning classes in north Kildare; and if she will make a statement on the matter. [26275/25]

Michael Moynihan (Cork North-West, Fianna Fail)
Link to this: Individually | In context

I propose to take Questions Nos. 62 and 63 together.

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.

The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I have forwarded this issue to them for their attention and direct reply.

Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.

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.

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.

My department has significantly increased the resources available to support children with special educational needs in mainstream provision. For the 2025/26 school year there will be 15,000 special education teachers and over 12,500 special needs assistants (SNAs) in schools supporting students in mainstream classes.

For children with more complex needs special class and special school places are provided. My department works closely with the NCSE on the forward planning of new special classes and additional special school places. 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.

Where the NCSE identifies need for a moderate general learning disability class, these classes are sanctioned, and supports are provided by my department to ensure the school can accommodate the class.

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