Fionntán Ó Súilleabháin (Wicklow-Wexford, Sinn Fein)
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359. To ask the Minister for Education and Skills the number of primary schools in counties Wicklow and Wexford that have had their allocation of SNA hours reduced; the number of schools that have lost their SNA positions; in tabular form; and if she will make a statement on the matter. [14357/26]

Michael Moynihan (Cork North-West, Fianna Fail)
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This government is fully committed to supporting children with special educational needs to achieve their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

By the end of this year there will be almost 25,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools.

SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools.

In February I announced that I had listened to concerns and engaging intensively to ensure that all of the concerns raised were really understood and children with special educational needs are fully supported.

It was agreed that there will be no reductions to special needs assistants for the next school year 2026/27.

All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year.

The SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.

Following agreement and publication of these key documents, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.

The NCSE has responsibility for ensuring that the additional 1,717 SNA posts are allocated to mainstream, special classes and special schools to meet the care needs in these locations.

The 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.

Fionntán Ó Súilleabháin (Wicklow-Wexford, Sinn Fein)
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360. To ask the Minister for Education and Skills the reason SNA hours are being cut in primary schools across the country; the reason the increase of 1,717 SNA positions has not been delivered, as promised in Budget 2026; and if she will make a statement on the matter. [14358/26]

Michael Moynihan (Cork North-West, Fianna Fail)
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This government is fully committed to supporting children with special educational needs to achieve their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

By the end of this year there will be almost 25,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools.

SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools.

In February I announced that I had listened to concerns and engaging intensively to ensure that all of the concerns raised were really understood and children with special educational needs are fully supported.

It was agreed that there will be no reductions to special needs assistants for the next school year 2026/27.

All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year.

The SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.

Following agreement and publication of these key documents, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.

The NCSE has responsibility for ensuring that the additional 1,717 SNA posts are allocated to mainstream, special classes and special schools to meet the care needs in these locations.

The 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.

Shónagh Ní Raghallaigh (Kildare South, Sinn Fein)
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361. To ask the Minister for Education and Skills her plans to provide training for teachers working with children with visual impairment; if she will engage with charities with already-developed resources ready to be deployed for same; and if she will make a statement on the matter. [29227/26]

Michael Moynihan (Cork North-West, Fianna Fail)
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My Department and the NCSE engage regularly with organisations supporting the blind and visually impaired on how best to support those students.

The Visiting Teachers for the Blind and Visually Impaired (VTBVIs) are all qualified teachers with particular skills and knowledge of the development and education of children with varying degrees of visual impairment. They offer longitudinal support to children, their families and schools from the time of referral through to the end of post-primary education.

The National Council for Special Education (NCSE), who manages the VT’s service on behalf of my Department offers seminars, delivered by Visiting Teachers, for schools with a student(s) who is blind or visually impaired. This is an introductory seminar which is additional to the sustained support that is the core work of the Visiting Teachers.

The NCSE also provides professional development for teachers in the area of Cerebral/Cortical Vision Impairment (CVI).

Post-graduate courses (Master of Arts/Post graduate Diploma) dealing specifically with the education of those with Vision Impairment are offered by universities in the UK and the NCSE provides funding for teachers to attend.

Teachers who have completed the post-graduate course may apply to NCSE for funding for additional post-graduate courses such as courses dealing with Multi-Sensory Impairments.

Furthermore, teachers who are not Visiting Teachers but are working with a student who has sight loss are also eligible to apply for funding from NCSE to attend these courses.

60% of our Visiting Teachers (VT’s) hold a post graduate qualification in Education of students who are blind or visually impaired. There are another 12% who are part way through the course. The remainder of the VT’s are relatively new recruits, and are expected to undertake the course within the next 12-24 months.

In addition, the NCSE also holds an annual 2 day training event for VT’s where they focus on particular issues identified by VTs throughout the year.

Shónagh Ní Raghallaigh (Kildare South, Sinn Fein)
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362. To ask the Minister for Education and Skills the specific training modules that deal with the question of visual impairment in the state-subsidised SNA upskilling programme; and if she will make a statement on the matter. [29228/26]

Michael Moynihan (Cork North-West, Fianna Fail)
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Following a procurement process for the continued provision of the SNA National Training Programme, a contract was awarded to Atlantic Technological University (ATU). The course is being delivered jointly by the School of Education and the School of Nursing, Health Sciences and Disability Studies at ATU St Angela’s College, Sligo.

From September 2025 the course has included additional modules and practical in-person training at regional locations, fostering communities of practice among SNAs.

This programme contains six modules:

• Module one – Inclusive Education with Additional Educational Needs.
• Module two – Language and Communication.
• Module three – Social and Emotional Development.
• Module four – Supporting Students with Primary Care Needs, including Medical and Complex Needs.
• Module five – Supporting Students with Autism.
• Module six – Professional Development of SNAs.

• Pillar 1: Review and Development of the SNA Role.
• Pillar 2: Establishment of a Quality Framework.
• Pillar 3: Establishment of an SNA Learning and Development Programme.
• Pillar 4: Supporting SNA Recruitment, Retention, and Diversity.
• Pillar 5: Development of a Communications Strategy.