Noel McCarthy (Cork East, Fine Gael)
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1028. To ask the Minister for Education and Skills the way in which demand is currently assessed for the planning of special education provision; if her Department is considering a review of the current assessment method given that data suggests a higher autism and spectrum disability prevalence than what is currently being forecasted for; and if she will make a statement on the matter. [47187/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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The vast majority of children with special educational needs including those with a diagnosis of autism 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.

My department and the National Council for 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 the NCSE hold at local level on the number of children seeking a special school place in a region.

Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. For the 2026/27 school year parents should do so by the 1 Oct 2025. Parents can make initial contact, submit reports and provide consent forms directly via the NCSE’s emailing or calling 01 603 3346.

This ensures local special educational needs organisers (SENOs) have complete and up-to-date information when assisting with placements. Parents can also contact their local SENOs directly using the contact information available on the NCSE's website.

In addition, the Department of Children, Disability and Equality shares aggregated anonymised data with my department on the numbers of children in services who have availed of Access and Inclusion Model (AIM) level 7 supports through the Early Childhood Care and Education Programme (ECCE) programme. This data sharing has provided insights to the NCSE to help prepare and plan the appropriate provision required in local areas for children transitioning into primary school.

Further engagement continues regarding the provision of relevant data on individual children from the early years sector to the NCSE. It is envisioned that this data could enable the NCSE to improve its forward planning. Work is ongoing between the Department of Children, Disability and Equality and the NCSE to put in place a data sharing agreement that will enable improved transfer of centrally held relevant data on individual children that will enable the NCSE to improve its forward planning to provide supports to these children when transitioning to primary school.

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.

Brendan Smith (Cavan-Monaghan, Fianna Fail)
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1030. To ask the Minister for Education and Skills if she will give detailed consideration to the issues relating to primary and special education with specific reference to Budget 2026 and the pre-Budget submission by an organisation (details supplied); and if she will make a statement on the matter. [47223/25]

Helen McEntee (Meath East, Fine Gael)
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In the lead up to the Budget, my Department receives a number of pre-budget submissions from a range of different stakeholders in the education sector and from organisations involved in other areas of public policy including INTO's pre Budget submission. As in previous years, relevant submissions continue to be reviewed and they will inform the specific budgetary priorities that I will be seeking to achieve in Budget 2026.

In recent years, the Government has made significant strides in strengthening the education system. This includes increased capitation funding for schools, the allocation of thousands of additional teaching and Special Needs Assistant posts, enhanced supports for school leadership, smaller class sizes, targeted measures to address teacher supply, and the provision of free schoolbooks at both primary and post-primary levels to ease financial pressure on families.

Looking ahead to Budget 2026, my priority remains to continue delivering on the commitments set out in the Programme for Government and to support students, staff, and families across the education sector. As I am sure the Deputy appreciates, it would not be appropriate for me to outline any more specific plans at this stage of the budgetary process.