Gillian Toole (Meath East, Independent)
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229. To ask the Minister for Education and Skills to explain and provide documentary evidence of the rationale and detailed planning for re-designation of mild general learning disability schools to include children with more complex needs; how human and educational resources will be provided and utilised to ensure all children will receive equal assistance, attention and opportunities to be their best selves; and if she will make a statement on the matter. [38641/25]

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.

It is important to me and this Government that we build on the initiatives recently introduced to ensure that no matter where a child is enrolled they have access to the required supports to enable them to achieve their educational goals.

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 special schools.

There are approximately 30 of our 129 special schools that were originally designated as schools for children with a mild general learning disabilities (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 school 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.

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.