Shay Brennan (Dublin Rathdown, Fianna Fail)
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288. To ask the Minister for Education and Skills the way in which the proposed reform of the assessment of need process will ensure that gifted and twice exceptional children those who are both highly able and who present with additional neurodevelopmental or learning needs are not inadvertently excluded from appropriate identification and support; if access to cognitive assessment will remain available where clinically indicated, particularly in cases where a child's strengths may mask underlying difficulties; and if she will make a statement on the matter. [23468/26]

Michael Moynihan (Cork North-West, Fianna Fail)
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Inclusive education is at the core of the department’s policy which requires differentiated teaching approaches to cater for the varying levels of ability in the classroom, from providing additional supports to those experiencing difficulty to ensuring appropriate levels of challenge and enrichment for exceptionally able students.

Under the section in the Programme for Government to support students with additional educational needs there is a commitment to introduce a specific programme to support students with exceptional abilities.

To provide a coherent vision for provision in the short and longer term, my Department established an internal working group and is currently developing policy and best practice on a number of fronts. This includes new initiatives and pilots in a number of schools and education centres.

My Department has recently commenced engagement with the NCCA with a view to reviewing, updating and publishing the guidelines in line with current best practice at the earliest possible opportunity.

The Assessment of Need process is under the remit of the Health Service Executive (HSE) and the Department of Children, Disability and Equality. Questions in relation to the revised Assessment of Need process should be directed to colleagues in that Department.

Brendan Smith (Cavan-Monaghan, Fianna Fail)
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289. To ask the Minister for Education and Skills if further progress has been made to date in developing a model for smaller schools, that due to their size do not meet the threshold of six pupils with special needs in order to have a special class sanctioned; and if she will make a statement on the matter. [23485/26]

Michael Moynihan (Cork North-West, Fianna Fail)
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The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.

Budget 2026 has provided funding for 3,000 new special educational places within our education system and the NCSE is currently examining where this provision is best placed for the 2026/27 school year.

In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases the number of schools with special classes providing parents with greater choice and reducing the distances that some students are travelling to access a special class place.

However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.

My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 387 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.

Of the 387 new special classes, 256 are being established in primary schools and 131 in post-primary schools. New special classes are being established in every county. Further details on additional new special classes will be confirmed in the coming weeks.

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 achieve their full potential.