John Brady (Wicklow, Sinn Fein)
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388. To ask the Minister for Education and Skills whether the redesignation of special schools will only affect children with a diagnosis of mild general learning disability (MGLD) or will affect students with a dual diagnosis of MGLD and another neurodevelopmental diagnosis, such as MGLD and autism; and if she will make a statement on the matter. [33698/25]

John Brady (Wicklow, Sinn Fein)
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389. To ask the Minister for Education and Skills the additional supports that will be made available for children with a mild general learning disability who will have to leave special schools and attend mainstream school; whether mild general learning disability-specific classes be made available; and if she will make a statement on the matter. [33699/25]

John Brady (Wicklow, Sinn Fein)
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410. To ask the Minister for Education and Skills the measures that will be put in place for students with MGLD diagnosis who will have to move to mainstream schools from special schools under her Department’s plan to re-designate special schools; what assessments have been completed by her Department in regards to staffing provisions and classroom space availability for designated MGLD classes; and if she will make a statement on the matter. [33865/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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I propose to take Questions Nos. 388, 389 and 410 together.

There are approximately 30 of our 129 special schools that were originally designated as schools for children with a MGLD. The establishment of these special schools predated the significant expansion in the range of supports offered in mainstream schools through additional special education teaching and special needs assistant resources and through the rapid expansion in special class provision.

This is not a new departure. The NCSE report that over half of MGLD special schools have already changed their policies in order to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. Any special school broadening its designation will not impact those students already enrolled.

It’s important to state that it is not the intention to exclude children who require a special school place from accessing certain special school settings, but instead to work to ensure children with complex educational needs can apply to their local special school.

There are situations currently arising where children with additional needs travel passed special schools in their locality to attend a special school further away. This is not fair on these children or their families. This is down to the fact children cannot apply for admission to their local special school simply because they don’t meet the narrow designation of that special school.

It’s also important to state that there is no strict timeline on re-designation being pursued. As indicated the department and the NCSE intend to commence work in this area in the forthcoming school year.

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.

It is noted that many of the children enrolling in a a mild general learning disability (MGLD) special school do so around the transition point from primary to post-primary. The new Senior Cycle Level 1 and Level 2 programme offers a new curriculum pathway for students with special educational needs at post-primary level now also.