Aengus Ó Snodaigh (Dublin South Central, Sinn Fein)
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222. To ask the Minister for Education and Skills to explain the rationale for redesignating mild general learning disabilities schools, including a school (details supplied), as complex needs schools without consultation with the school community, thus altering the very identity of those schools, and potentially forcing thousands of children with mild learning disabilities into mainstream schools which were not a good fit them in the first place; and if she will make a statement on the matter. [38423/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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The government is committed to the provision of additional special school places for children with more complex educational needs. Over 300 new special school places are being provided for the coming 2025/26 school year. Five new special schools are being established in addition to the eleven new special schools opened over the last few years. Special school capacity is also being expanded across a number of existing special schools.

It’s important to note that it is not the intention to exclude children who require a special school place from accessing certain special school settings, but rather allow children with complex educational needs apply to their local special school. Currently, there are instances whereby children with complex needs cannot apply for admission to their local special school simply because they don’t meet the narrow designation of that special school. In that regard, along with providing additional special school capacity, my department and the National Council for Special Education (NCSE) consider that it is necessary to look at the profile of our existing special schools. This will be initiated during the next school year.

This is not a new departure. The NCSE report that over half of mild general learning disability (MGLD) special schools have diversified to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. I wish to thank schools who have worked with us to broaden their designation and my department will continue to support schools including the school referred to in this endeavour. This will ensure that more special schools can better support children with complex needs in their local community.

In developing circular letter 0039/2025, my department engaged with school management bodies, patron representatives, unions and special education advocacy groups. My department and the NCSE has also had some engagement including site visits with some MLGD schools in recent years and further engagement, particularly with school patron bodies and school management bodies is also planned.

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.

It is noted that many of the children enrolling in MGLD special schools do so around the transition point from primary to post-primary. The new senior cycle level 1 and level 2 programmes offers a new curriculum pathway for students with special educational needs at post-primary level now also.

In relation to the school referred to by the Deputy, I wish to advise that the designation of the school has not changed. Rather, the circular letter issued recently by my department is asking these special schools to broaden their designation to reflect the needs of children and young people in their local area seeking special school places.

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