Ruairí Ó Murchú (Louth, Sinn Fein)
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437. To ask the Minister for Education and Skills the plans and timelines for the expansion of the School Inclusion Model and school-based therapies for special schools, for autism classes and for mainstream and the number of various therapists required; and if she will make a statement on the matter. [47578/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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Supporting the provision of appropriate education for children with additional needs is a key priority for the Department of Education. As you may be aware the provision of clinical therapy services is within the remit of the HSE and HSE funded agencies. However, the 2025 Programme for Government commits to the commencement of a national therapy service in education and the Education Plan 2025, which was announced on the 19 June 2025, confirmed government approval for the establishment of the Education Therapy Service (ETS).

It is anticipated that the 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 to further special schools commencing in the 2026/27 school year. In time, it is intended that this service will be available to schools with special classes and mainstream schools. This is not to replace HSE services but rather to compliment existing supports recognising that special schools support children with complex needs. Initially the service will include the disciplines of Occupational Therapy and Speech and Language Therapy, over time further disciplines such as physiotherapy may be included.

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 National Council for Special Educations’ (NCSE) work previously completed through the Educational Therapy Support Service (ETSS) and the School Inclusion Model.

In addition to the ETS, the NCSE have developed an education-based therapy support service known as the 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 and in is anticipated that 28 schools in the Western Region will receive support under SIT from September 25.

Regional therapy support provides Teacher Professional Learning (TPL) with follow on/implementation support by NCSE therapists. The focus of this support is to build the capacity of schools and to embed the learning from TPL into their teaching practice, through In-school coaching and co-facilitation of interventions, strategies and resources, with a focus on whole school (Tier 1) and targeted/school support levels (Tier 2) of a multi-tiered system of support. Regional Therapy seminars will be available nationally for the 2025/2026 school year.

Further recruitment within the NCSE, which will commence early in this school year, will assist the NCSE in the development and delivery of the Education Therapy Service.

My Department and the National Council for Special Education (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.

Ruairí Ó Murchú (Louth, Sinn Fein)
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438. To ask the Minister for Education and Skills to outline any plans for assistive technology as a means of facilitating special education and school-based therapies; and if she will make a statement on the matter. [47579/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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The Assistive Technology Scheme supplements the overall funding provided to schools for digital technology and equipment. It supports children who require essential specialist equipment to access the school curriculum. Assistive technology is a critical enabler for students with special educational needs, allowing them to benefit fully from a modern, technology-focused education system.

Under the Assistive Technology Scheme, as set out in my department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

This equipment is intended for children with complex disabilities who need essential specialist tools that are not already available or cannot be provided through the school's existing IT resources or normal school resources or funds.

My department recognises the benefit of using assistive technology in the school setting and how it assists students with more complex disabilities in accessing the curriculum, participating in the classroom, and academic success. Work is currently ongoing on the development and the delivery of the Education of Therapy Service which will be informed by detailed engagement with our colleagues in the Health Service Executive and the National Council for Special Education. This engagement will include consideration of current procedures regarding the recommendation and provision of assistive technology as a therapy support in a school setting.

A review of the Assistive Technology Scheme is also underway. As part of the review, the scheme will move from a diagnosed-based system to a needs-based child-centric system, which is line with department policy.

The Special Education Section is currently finalising the review of the Assistive Technology Scheme which will culminate in the publication of a new circular and the launch of an updated online application process. A key objective of the review is to streamline the application process. This will be achieved through the implementation of a new portal for schools to submit applications, as well as a review of the eligibility criteria. In aiming to shift the scheme from a diagnosis-based approach to a needs-based approach, schools will be granted greater autonomy in determining whether a child requires assistive technology to access the curriculum.

Ultimately, any child who needs assistive technology to access the curriculum will receive it under this scheme. Promoting the use of assistive technologies is part of the current Programme for Government and the review of current assistive technology scheme in the department has been a key Ministerial priority so that children can obtain the technology they need to access the curriculum when they need it.

Ruairí Ó Murchú (Louth, Sinn Fein)
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439. To ask the Minister for Education and Skills the plans in place to ensure students with special educational needs are facilitated in getting appropriate school places, at primary and secondary level; and if she will make a statement on the matter. [47580/25]

Ruairí Ó Murchú (Louth, Sinn Fein)
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442. To ask the Minister for Education and Skills the progress being made to provide additional autism units at primary and secondary schools in County Louth for the September 2025 intake of students; the plans for additional autism units to come on stream for September 2026; and if she will make a statement on the matter. [47583/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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I propose to take Questions Nos. 439 and 442 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.

407 new special classes have been sanctioned for the 2025/26 school year. Of these 17 are in County Louth, 13 at primary and 4 at post primary level. This brings to the 115 the number of special classes currently in operation in the county. There are also 4 special schools in County Louth with approximately 420 students enrolled.

In order to support the NCSE and forward planning my department recently published Circular 0039/2025. This circular informs school management and patrons of new measures introduced to support forward planning going forward and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October has been set in which parents must do so. This notification will provide the NCSE with valuable information as to which children will continue to require a special class as they progress to post primary level and details on students who require a place for the first time. The NCSE will be actively communicating this requirement nationally also.

The earlier date will also allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025.

The NCSE has a dedicated email address parentnotify@ncse.ie with which parents can make initial contact, submit reports and provide consent forms directly. This ensures SENOs have complete and up-to-date information when assisting with placements. See www.ncse.ie/notify-ncse-special-class-special-school for more information.

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.