Jen Cummins (Dublin South Central, Social Democrats)
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289. To ask the Minister for Education and Skills her plans to pause the reconfiguration of mild general learning disability schools; and if she will make a statement on the matter. [40609/25]

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 2025/2026 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.

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 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 in this endeavour so that more special schools can better support children with complex needs in their local community.

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 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.

I want to be absolutely clear that any change to a special school's designation will not impact students currently enrolled in these schools. These students can continue to attend their special school. Any change to designation would be done on a gradual phased basis with support from the NCSE by way of staffing, training and other resources.

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.

Mary Lou McDonald (Dublin Central, Sinn Fein)
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291. To ask the Minister for Education and Skills for an update on the provision of improved access to therapeutic services for children with additional needs, regardless of their school setting; and if she will make a statement on the matter. [40207/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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While the provision of clinical therapy supports to children is the responsibility of the HSE, it is this government’s ambition, and as outlined in the Programme for Government, to extend therapy supports within the education system, initially in special schools, and subsequently extending to schools with special classes and mainstream provision overtime. This is not to replace HSE services but rather to compliment existing supports recognising that special schools support children with complex needs.

Officials in my Department are engaging with relevant Departments and agencies on the design, timelines, alignment, integrated working and costings involved to deliver this ambitious programme of work.

It is anticipated that the Education Therapy Service (ETS) will commence in some special schools at a later stage in the 2025/26 school year. Further roll out of the service will occur on a phased basis with a wider roll-out in special schools commencing in the 2026/27 school year.  The development and delivery of this service will be informed by detailed engagement with our colleagues in the HSE and stakeholders and will build on the NCSE’s work previously completed through the Educational Therapy Support Service (ETSS).

The ETSS was established in June 2024 within the NCSE and initially comprised of 39 therapists, providing 2 strands of support, Regional Therapy and Sustained In-School Therapy to both mainstream and special schools.

Sustained in-school support (SIT) is provided to schools for a defined period of 18-24 months in line with the School Inclusion Model. 22 schools in the Eastern region are currently availing of this service. Schools in the Western regions, specifically in the counties of Limerick and Tipperary were invited to apply to the NCSE for Strand II sustained supports for the 2025/26 school year and schools will be confirmed next month.

Regional therapy support (RT) provides a national Therapy Teacher Training Service which involves teacher professional learning with in-school coaching and modelling in line with supports currently provided by the Educational Therapy Support Service within the NCSE. It is planned that these supports will be available nationally for the 2025/2026 school year.