John Paul O'Shea (Cork North-West, Fine Gael)
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1106. To ask the Minister for Children, Disability and Equality if she will recognise the role of school assistance dogs within the implementation framework of the National Human Rights Strategy for Disabled People 2025–2030; if she will support the expansion of the evidence-based school assistance dog pilot, operated by an organisation (details supplied) to additional schools nationwide, in view of the positive outcomes already demonstrated for autistic children, their peers and the wider school community; and if she will make a statement on the matter. [48867/25]

Séamus McGrath (Cork South-Central, Fianna Fail)
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1107. To ask the Minister for Children, Disability and Equality regarding recognition of school assistance dogs within the national human rights strategy’s implementation framework (details supplied) and supporting the expansion of this evidence-based pilot to more schools nationwide; and if she will make a statement on the matter. [49004/25]

Hildegarde Naughton (Galway West, Fine Gael)
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I propose to take Questions Nos. 1106 and 1107 together.

The National Human Rights Strategy for Disabled People 2025-2030 was published on 3rd September. The design and development of the Strategy was substantially influenced by a wide-ranging national consultation process, extensive engagement with disability stakeholders, and collaboration with government colleagues.

The Strategy sets out a whole-of-government approach to delivering a step change in national disability policy in ways that will have the maximum benefit for disabled people and further advance Ireland’s commitments to the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).

Totalling 23 commitments and several accompanying priority actions for delivery, the Strategy will advance the rights of disabled people across several policy areas under five thematic pillars from education and employment to independent living, wellbeing and health, mobility and transport.

My colleagues the Minister for Education and Youth and the Minister for Further and Higher Education, Research, Innovation and Science are leading on delivering the commitments and associated priority actions within the Inclusive Learning and Education Pillar.

The Inclusive Learning and Education Pillar sets out the commitment that by 2030, disabled learners will have better access to inclusive education at all levels; and that they will be supported in transitioning through the education system, resulting in higher rates of educational attainment.

I recognise the many benefits that educational assistance dogs have for the learning experiences and health and wellbeing of disabled children and young people, including autistic children and young people and their families.

However, as the development of the National Human Rights Strategy for Disabled People 2025-2030 has already been concluded, it is not possible to include School Assistance Dog Programmes in this iteration of the Strategy.

The Strategy has been designed to function as a dynamic document, and further opportunities will arise for input from disability stakeholders as it evolves across the five years of its implementation. Moreover, the delivery of the Strategy will be guided by three two-year Programme Plans of Action, ensuring an agile and reflexive approach to implementation that prioritises the tackling of policy issues as they arise across the lifetime of the Strategy.

Furthermore, building on the successes of the collaboration with disability stakeholders on the co-design and co-development of the National Human Rights Strategy for Disabled People 2025-2030, the Department of Children, Disability and Equality will deliver robust stakeholder engagement structures in the coming months, ensuring that disabled people continue to have a voice and a role in how their rights are realised.

These structures will be a fundamental feature of the monitoring and delivery structures guiding the Strategy’s implementation, ensuring that policy developments continue to be responsive to the lived experiences of disabled people and the realities of their lives.