Ken O'Flynn (Cork North-Central, Independent Ireland Party)
Link to this: Individually | In context

943. To ask the Minister for Education and Skills if she is aware of cases in which funded, purpose-built, special education units in primary schools are being used to house a mainstream classes rather than the intended special education provision; and if she will outline the steps her Department will take to address this matter ensuring that children requiring specialist support are provided with the facilities and services originally intended. [46461/25]

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
Link to this: Individually | In context

944. To ask the Minister for Education and Skills the monitoring and follow-up procedures, in place to ensure that schools are using Department-funded, purpose-built special education units for their intended purpose; and if she will provide details of how compliance is checked both at the time of project completion and on an ongoing basis. [46462/25]

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
Link to this: Individually | In context

945. To ask the Minister for Education and Skills the actions or sanctions that are available to her Department when a school uses a purpose-built special education unit for purposes other than that for which funding was granted; and if she will outline how the Department ensures accountability for public expenditure in such cases. [46463/25]

Michael Moynihan (Cork North-West, Fianna Fail)
Link to this: Individually | In context

I propose to take Questions Nos. 943, 944 and 945 together.

My department and the National Council Special Education (NCSE) identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability.

In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education appropriate to their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information NCSE hold at local level on the number of children seeking a special school place in a region.

The NCSE and my Department work closely to target schools to be approached to open new special classes. A key consideration when putting this target list together is schools that have had building projects delivered that have delivered special classrooms but the school have not yet opened those special classes. These schools are a key priority, depending on local demand, to open new special classes. Through NCSE school planning visits, the NCSE would have an awareness also of schools that may have purpose built special classrooms that are not being used for the original purpose intended.

In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases number of schools with special classes providing parents with greater choice and reducing the distances that some children are travelling to access a special class place.

However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.

In October 2024, to support forward planning work, my department issued circular letter (0080/2024) to all schools setting out a number of new measures to support the work of the NCSE to enable it to better plan for the co-ordination and management of the admission of children and young people to special classes and special schools.

This circular also outlined new arrangements to support the repurposing of existing accommodation to facilitate the opening of special classes. In recognition of the unique circumstance of each school, schools have significant autonomy to use these arrangements as they see fit to best ensure the school can accommodate the special class.

The arrangements available are as follows;

€30,000 will be paid to each school that is approved by the NCSE to open a new special class.

This grant does not require an application from the relevant schools - it will be paid based on notification from the NCSE on lists of schools that are opening new special classes for the 2025/26 school year.

Schools requiring small-scale re-purposing works have a new simplified application process. The level of funding involved will depend on the nature of small-scale works to be undertaken and will be up to a maximum of €70,000 for each new special class being opened for the 2025/26 school year.

A minority of schools may require more significant works. On receipt of such applications, a more detailed technical assessment will be undertaken to validate the scope of necessary works. It is envisaged that this will also determine the initial phase of works needed to facilitate the opening of the special class for the 2025/26 school year.

Modular accommodation will be provided there is insufficient capacity within existing accommodation to facilitate the opening of a new special class sanctioned by the NCSE.

Since 2020, circa. 80 school building projects have been completed across circa. 57 special schools delivering circa. 300 new classrooms and modernised school accommodation.

Over 1,000 new classrooms and modernised accommodation for SEN provision have been built in mainstream schools.?

National Development Plan funding places a strong emphasis on supporting children with special educational needs in relation to the annual requirements for special classes and places in special schools through continuing to maximise and re-purpose existing capacity as much as possible and through the provision of modular accommodation where determined necessary by the department. It is envisaged that this will involve the provision of circa. 14,000 school places in special classes and special schools over the course of the 2026 to 2030 period to meet necessary annual requirements.

It is the responsibility of the school authority, board of management and the patron body to utilise and maximise school accommodation provided for the purposes that it was designed.

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
Link to this: Individually | In context

946. To ask the Minister for Education and Skills if she will outline how her Department ensures that children who were due to be accommodated in a special education unit, but are instead placed full-time in a mainstream class, receive the level of specialist support, resources, and therapeutic input they are entitled to. [46464/25]

Michael Moynihan (Cork North-West, Fianna Fail)
Link to this: Individually | In context

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.

My department and the National Council for Special Education (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. At the heart of this are the 44,000 special education teachers and special needs assistants (SNAs) dedicated to ensuring each child is valued and is actively supported and nurtured to reach their full potential.

Supporting this is the variety of differentiated teaching approaches encouraged by my department to accommodate the varying levels of ability in classrooms. This facilitates the inclusion of all learners to access the school curriculum in a meaningful way.

In 2024, the NCSE published new policy advice on the progressive development of a more inclusive education system where the majority of children with special education needs are supported to attend their local school with their siblings and peers. My department is working to progress a range of measures to make this a reality over the coming years.

My department recently issued renewed guidelines for schools in relation to the ongoing review of special class placements and advised that placements should be reviewed on a regular basis and at least once a year. This is in recognition that a student’s?learning needs may change over time and ensures that children remain in the most appropriate setting for their needs.

In addition, schools should also work to ensure that children attending special classes are supported to access mainstream classes and teaching as much as is possible. This not only provides more social opportunities for these children but ensures they are continually being supported to meet their full potential in a setting that best meets their learning needs.

The NCSE offer full school support in regards to special education and provides training supports through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified training need. Any school who feels it has a training need should contact their local special education needs organiser to arrange training.