Darren O'Rourke (Meath East, Sinn Fein)
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973. To ask the Minister for Education and Skills the number of staff who work in early intervention classes across the State. [40741/25]

Darren O'Rourke (Meath East, Sinn Fein)
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974. To ask the Minister for Education and Skills the estimated first- and full-year cost of increasing staff in early intervention classes by 5%, up to a maximum of 50%. [40742/25]

Darren O'Rourke (Meath East, Sinn Fein)
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1194. To ask the Minister for Education and Skills the estimated cost of increasing the number of staff in early intervention classes by 10%; and if she will make a statement on the matter. [43035/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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I propose to take Questions Nos. 973, 974 and 1194 together.

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.

The National Council for Special Education (NCSE) has advised that 407 new special classes have been sanctioned for the 2025/26 school year. This includes a number of new early intervention classes bringing the total number of these classes to 160 for the 2025/26 school year.

Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are also allocated to each class. The estimated full-year cost of a special education teacher is €76,350 per annum within a primary setting and is €44,300 per annum for a SNA. These figures include employer PRSI.

The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.

It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students’ progress from primary to post-primary level.

Where the NCSE identifies need for an early intervention class, the class is sanctioned, and supports are provided by my department to ensure the school can accommodate the class.

My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children for this school year and future years.