Roderic O'Gorman (Dublin West, Green Party)
Link to this: Individually | In context

841. To ask the Minister for Education and Skills her Department's policy in relation to supplementing above SERC SNA allocation with hours from mainstream SNA's; her views on whether it is acceptable to undermine mainstream provision to fill gaps in above SERC allocations; and if she will make a statement on the matter. [59461/25]

Roderic O'Gorman (Dublin West, Green Party)
Link to this: Individually | In context

842. To ask the Minister for Education and Skills her Department's policy in relation to above SERC SNA allocations; and to provide copies of any circulars and policy documents relating to this. [59462/25]

Michael Moynihan (Cork North-West, Fianna Fail)
Link to this: Individually | In context

I propose to take Questions Nos. 841 and 842 together.

This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

Special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs in schools by help to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.

By the end of the year there will be over 23,000 SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.

The number of SNAs available for allocation has continued to increase annually resulting in a significant increase in the number of SNAs posts employed by schools. Budget 2026 provides for a further 1,717 SNA posts which will bring the total number of SNAs to close to 25,000 by the end of 2026.

The NCSE manage the allocation of the SNAs to schools, and it is the responsibility of the NCSE to ensure that these resources are allocated to the children with the greatest level of need.

There is no change to the allocation process for SNAs in either special classes or mainstream. There is no change to the baseline of two SNAs allocated to each special class for autism or the equivalent baseline for other types of special class. A SNA review in the school will not alter this baseline allocation.

All other SNA reviews are carried out on a whole school basis to ensure that the care needs of the students in the entire school are identified and that the school is resourced to meet identified needs. Separate allocations processes continue to operate for mainstream and special classes in individual schools.

Importantly, if additional need is identified during a review the necessary resources will be allocated.

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.