Pa Daly (Kerry, Sinn Fein)
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234. To ask the Minister for Education and Skills the breakdown of the number of early intervention class places available broken down, by county in each of the years 2020-2025. [56255/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.

The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children with special educational needs. Where the NCSE identifies need for an early intervention class, the class is sanctioned, and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.

Attached is a list of early intervention classes (autism and hearing impairment) broken down by county for the school years 2020/2021 - 2024/25.

In addition to early intervention classes is the Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality. It enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.

It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students’ progress from primary level to post-primary.