Jen Cummins (Dublin South Central, Social Democrats)
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445. To ask the Minister for Education and Skills her plans to support people learning Braille, Irish Sign Language and other ways of communication in schools; and if she will make a statement on the matter. [37899/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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The Department of Education and Youth provides an extensive range of supports to assist children who are Blind/ Visual Impairment or Deaf Hard of Hearing. The Department's policy, which is provided for under Section 2 of the Education of Persons with Special Needs Act 2004, aims to ensure all children with special educational needs access appropriate education intervention in mainstream settings where possible.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The visiting teacher service for the blind/ visually impaired and deaf hard of hearing forms part of the NCSE support service for schools.

The NCSE offers full school support to all staff and provides support for teachers and special needs assistants (SNA) with training needs in special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training need. Schools can apply to the NCSE for training supports directly.

To offer longitudinal support to children who are deaf, hard of hearing or blind or visually impaired, the visiting teaching service under the NCSE is available. This service provides qualified teachers, who have particular skills and knowledge of the development and education of children with varying degrees of hearing loss/visual impairment to support the child, the school and parents.

The work of the Visiting Teachers VTs involves liaising with other professionals and agencies such as ophthalmology services, low vision specialists, psychologists, early intervention teams, school staffs, and with parents. VTs provide support in the development of pre-braille skills and mobility for children with visual impairment and they discuss and demonstrate the management of low vision aids and assistive technologies. Many of the Visiting Teachers are proficient in the teaching of Braille and the NCSE also has an induction programme in place for new Visiting Teachers to learn Braille and to upskill in this area.

The Irish Sign Language tuition scheme is available to Deaf or Hard of Hearing children from diagnosis to leaving post primary school. The scheme provides funding for a weekly tuition service. Tutors visit the home of a deaf or hard of hearing pre-school child or school-going pupil to provide training in ISL for the child, their siblings, their grandparent(s) and parents or guardian.

There is also a longstanding existing provision in place to support children in mainstream settings where ISL is their primary language. The department sanctions an additional special needs assistant to schools, above their existing allocation, where a school is required to employ an individual with ISL proficiency to provide support. These dedicated SNAs will support the students in accessing the curriculum and the wider school community.

Building on this support, in March 2022, a new scheme for the provision of Irish Sign Language in-school support for students who are Deaf and whose primary means of communication is ISL was announced. Under the scheme, two new posts have been created, an ISL – Specialist Classroom Support and an ISL Advisor for the Deaf or Hard of Hearing. A recruitment campaign is currently underway for additional ISL specialist classroom support personnel.

Each year the NCSE funds teachers of children who are blind/visually impaired deaf hard of hearing to undertake specialist training in the form of a post-graduate or master’s programme in the UK.

The Department of Education also provides funding annually to Child Vision’s Reading Services, formerly National Braille Production, to provide all children with a registered visual impairment with transcriptions of educational material for primary and secondary schools, in both mainstream and special schools in Ireland.

Funding is also available to schools for specialised equipment for children who are blind/ visually impaired or deaf/ hard of hearing, under the Department of Education’s Assistive Technology scheme.

It is my priority that all of the resources and supports for children who are blind/ visually impaired or deaf/ hard of hearing, are provided when they are needed, and we will continue to engage with NCSE and the relevant stakeholders on the provision of these supports.

Jen Cummins (Dublin South Central, Social Democrats)
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446. To ask the Minister for Education and Skills her plans to recruit teachers qualified in Braille, Irish Sign Language and other ways of communication in schools; and if she will make a statement on the matter. [37900/25]

Jen Cummins (Dublin South Central, Social Democrats)
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447. To ask the Minister for Education and Skills her plans to recruit more teachers with disabilities; and if she will make a statement on the matter. [37901/25]

Helen McEntee (Meath East, Fine Gael)
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I propose to take Questions Nos. 446 and 447 together.

Ensuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.

The recruitment and appointment of teachers for teaching positions is managed by individual school authorities. There are over 3,700 individual school authorities, responsible for this process, including boards of management at primary and post-primary schools, as well as Education and Training Boards (ETBs).

This Government is fully committed to supporting children with special educational needs to fulfil their full potential. The Department recognises the importance of providing well-timed and appropriate support to pupils with identified learning needs.

The special education teacher (SET) allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.

Schools are provided with ring-fenced SET resources for the purpose of supporting pupils with an identified and recorded special education learning need. This allocation allows schools to provide additional teaching support for pupils who require such support in their schools based on each pupil’s individual learning needs.

It is a matter for schools to deploy SET resources effectively to meet the needs identified in Student Support Plans, which should be based on the continuum of support framework. Once the Department allocates SET hours to a school it is the responsibility of the school and the board management to utilise the allocation to meet the needs of those students with special educational needs.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.

The visiting teacher service for the blind/ visually impaired and deaf hard of hearing forms part of the NCSE support service for schools. They offer longitudinal support to children who are deaf, hard of hearing or blind or visually impaired. This service provides qualified teachers, who have particular skills and knowledge of the development and education of children with varying degrees of hearing loss/visual impairment to support the child, the school and parents.

The work of the visiting teachers (VTs) involves liaising with other professionals and agencies such as ophthalmology services, low vision specialists, psychologists, early intervention teams, school staffs, and with parents. VTs provide support in the development of pre-braille skills and mobility for children with visual impairment, and they discuss and demonstrate the management of low vision aids and assistive technologies. Many of the VTs are proficient in the teaching of Braille and the NCSE also has an induction programme in place for new VTs to learn Braille and to upskill in this area.

In terms of the curriculum, there are four modules on Irish Sign Language (ISL) available as part of the Leaving Certificate Applied Programme. This course introduces students to ISL and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture. Leaving Certificate (established) students who use ISL as their first language have been offered the opportunity by the State Examinations Commission and the Department to undertake the ISL modules from the Leaving Certificate Applied and obtain an integrated set of Leaving Certificate results which will reflect their achievement in ISL alongside their Leaving Certificate results.

In addition, at primary level, the “Say Yes to Languages” programme for senior classes in primary schools was introduced in September 2021/22 in advance of the formal inclusion of foreign languages on the Primary Language Curriculum on a phased basis from September 2025. Over the last four years, participating primary schools have used a wide range of sixteen languages as part of this programme, including ISL. In 2025/26, over 1,300 primary schools will participate in phase two the programme for 5th and 6th classes as the new curriculum is phased in from 3rd class.

Opportunities for students to learn ISL are also available during transition year. Each school designs its own transition year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests.

The Department wishes to build on this provision and ensure that ISL is provided for throughout the curriculum at primary and post-primary level. Action 5.3.9 ‘Develop a curriculum at primary and post-primary level for Irish Sign Language to support the learning of ISL and learning in other areas for ISL users’ is included in the Literacy, Numeracy and Digital Literacy Strategy published in May 2024. Since publication of the strategy, I wrote to the National Council for Curriculum Assessment (NCCA) requesting them to begin work on the development of a curriculum in ISL. This direction reflects my commitment to ensuring that there is a standard ISL pathway for learners, both as a first language and as an additional language, and a possibility of a qualification in ISL for students which can be used to access third level education.

The NCCA has undertaken research to gain insight into curriculums for sign language across a range of education systems internationally. This includes initial research to identify jurisdictions that offer sign language as a (mainstream) curricular language, and at what phases of education (early childhood, primary, and/or lower and upper secondary) sign language is offered. The desk study evidence provides a starting point for the discussion and consideration of curriculum development in ISL. The report can be found here: ncca.ie/en/publications-and-research/our-research/sign-language-in-the-mainstream-curriculum/

As is the case with other curricula, curriculum development will involve scoping the work, establishing a development group, widespread consultation with stakeholders and especially with ISL users. The development of a curriculum will always take a number of years, and it is expected that will be the case here as it will be a signed language curriculum across both primary and post-primary, which will require a unique approach. The NCCA has recruited staff with ISL expertise and initial work is underway. The issue of teachers who are suitably qualified to deliver the ISL curricula will be considered in due course as part of the overall project.

In more general terms, a range of teacher supply measures have been introduced including recently a new teacher supply measure to help teachers gain permanent roles more quickly. Additionally, the Teaching Council is to streamline the registration process for eligible teachers who qualified outside of Ireland, allowing them to apply for registration and complete their induction requirements within the country.

In addition, a PME fee refund scheme was introduced in Budget 2024 which is in addition to the work on workforce planning for teachers and SNAs, reflects the commitment to ongoing investment in the education system to address teacher supply.

I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.

Barry Heneghan (Dublin Bay North, Independent)
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448. To ask the Minister for Education and Skills to give an explanation that of the 399 new special classes due to open in September, only two are designated for students with mild general learning disabilities at post-primary level; the reason both are being established in the same school; and if she will make a statement on the matter. [37905/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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Enabling children with special educational needs to receive an appropriate education is a priority for this government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided.

This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.

Under the new parents notification process introduced this year, the NCSE now have a clearer lens on the level of need for post-primary special class places and the type of special class being sought. The NCSE continue to advise that the vast majority of children and young people being notified to them require an autism special class.

Through the provision of 15,000 special education teachers in our mainstream classes, more children and young people with special educational needs are being supported in mainstream classes with their peers.

My Department and the NCSE will continue to monitor the level of need for post-primary special classes for the 2026/2027 school year and beyond.

Barry Heneghan (Dublin Bay North, Independent)
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449. To ask the Minister for Education and Skills if she will prioritise the establishment of additional special classes in mainstream post-primary schools for students with mild general learning disabilities, including those with Down's syndrome; if she will address the current shortfall in such provision, given the majority of existing classes are focused on students with autism; and if she will make a statement on the matter. [37906/25]

Barry Heneghan (Dublin Bay North, Independent)
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450. To ask the Minister for Education and Skills if her Department will develop a specific plan to support parents of children with Down's syndrome who are seeking a place in a special class in a mainstream post-primary school (details supplied); if she will respond to concerns that some students are currently not being accommodated in the existing system; and if she will make a statement on the matter. [37907/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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I propose to take Questions Nos. 449 and 450 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 in its statutory capacity is responsible for the processing of details relating to individual students. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need. As part of forward planning, parents are now requested to notify the NCSE directly where a child or young person requires a special class or special school place. The NCSE can advise and support families to access suitable local placements and can use this information to plan and sanction new special classes as required.

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. This includes special classes and special schools designated for children with mild, moderate, and severe or profound learning disabilities.

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided. This includes special classes and special schools designated for children with mild, moderate, and severe or profound learning disabilities.

In order to access these classes the student must have a professional report or recommendation stating a need for this level of support. A diagnosis for a condition such as Down Syndrome is not required.

My department and the NCSE are committed to ensuring that no matter where a child is enrolled they have access to the required supports to enable them to achieve their educational goals.

Demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.

In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. Last year my department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post-primary schools to continue planning for this level of provision.

In addition, in order to support the NCSE and forward planning my department recently published Circular 0039/2025. This circular informs school management and patrons of new measures introduced to support forward planning going forward and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October has been set in which parents must do so. This notification will provide the NCSE with valuable insights as to which children will continue to require a special class as they progress to post primary level and details on students who require a place for the first time.

The earlier date will also allow for earlier sanctioning of classes for the 2026/27 school year and it is aim of the NCSE to sanction the majority of new special by 31 December 2025.

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.

Robert Troy (Longford-Westmeath, Fianna Fail)
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451. To ask the Minister for Education and Skills to provide an update on the provision of a new modular special educational needs unit at a school (details supplied). [37930/25]

Helen McEntee (Meath East, Fine Gael)
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The school to which the deputy refers was granted approval for the provision of one special educational needs classroom under my Department's Devolved SEN Reconfiguration and Modular Accommodation programme 2024.

This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects. The use of my Department’s Modular Framework also assists in ensuring lead in periods for procurement of contractors are minimised to the greatest extent possible. Kerrigan Sheanon Newman Project Management (KSN) has been appointed, from my Department’s Framework, to design and tender the project and oversee all elements of construction.

Department records show that following original approval of this project, the signed form of acceptance, which is the contractual commitment for initiation of the project into delivery stage, was not submitted to my department by the school authority. My Department has re-issued approval to proceed with this project and the school authority has now returned the signed form of acceptance to my Department. The first tranche of funding will now issue to the school authority and the project will enter pre-construction stage which involves development of site surveys and detailed design.

My Department is fully aware of the urgency in respect of this accommodation and will be working closely with the project managers and the school authority to keep it updated on overall project delivery and timelines