Grace Boland (Dublin Fingal West, Fine Gael)
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506. To ask the Minister for Education and Skills the position regarding the delivery of autism classes in a school (details supplied); and if she will make a statement on the matter. [48246/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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507. To ask the Minister for Education and Skills the plans in place to accommodate children with special educational needs within the community (details supplied) in view of the fact this area is a school district and has no post primary autism classes in the district; and if she will make a statement on the matter. [48247/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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508. To ask the Minister for Education and Skills the number of children enrolled currently in autism classes in primary schools in an area (details supplied); and if she will make a statement on the matter. [48248/25]

Grace Boland (Dublin Fingal West, Fine Gael)
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509. To ask the Minister for Education and Skills the number of children enrolled in autism classes in primary schools in an area (details supplied) who are due to transition to post primary schools in September 2026; and if she will make a statement on the matter. [48249/25]

Helen McEntee (Meath East, Fine Gael)
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I propose to take Questions Nos. 506, 507, 508 and 509 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

Through the accelerated provision of additional special class and special school places over recent years, there are now just over 28,000 students enrolled in special classes and special schools. 2,700 new places have been created for the 2025/26 school year and these, together with the over 1,200 existing places which have become available due to students moving on from primary schools and post primary schools, will mean that close to 4,000 specialist places are available for the coming school year.

407 new special classes have been sanctioned for the 2025/26 school year. Of these 103 are in County Dublin, 81 at primary and 22 at post primary level.

This brings to 705 the number of special classes currently in operation in the county. There are also 40 special schools in with approximately 2,643 students enrolled. Two of the five new special schools for the 2025/26 school year will open in Lucan and Belmayne also. These schools will open for enrolment shortly.

My department has requested the NCSE to work closely with schools and families to ensure that children can access these places as quickly as possible.

My department works closely with the NCSE on the forward planning of new special classes and additional special school places. Building on successive budgets, Budget 2025 secured funding for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. HAs delivered 2,700 new places for children.

The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.

My department and the 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.

Looking forward my department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2026/27 school year and beyond. A key focus will be targeting post-primary schools with none or just 1 special class to open new special classes.

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.

In relation to the specific post-primary school referred to by the Deputy my Department is engaging with Dublin Dun Laoghaire ETB as patron body of the school to progress an appropriate solution to facilitate special classes at this school.