Written Answers Nos. 273-290
273. Deputy Sorca Clarke asked the Minister for Education to provide a breakdown of the first and full-year cost of recruiting 100, 500, and 1,000 special education teachers respectively, in tabular form. [15985/24]
View answer274. Deputy Sorca Clarke asked the Minister for Education the cost of increasing the salary of special education teachers by 1%, 2% and 5%, in tabular form. [15986/24]
View answerI propose to take Questions Nos. 273 and 274 together.
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Special education teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools.
The special education teaching (SET) allocation model provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Based on costings for the average teacher’s salary the following are estimates for appointing both primary and post-primary teachers to special education teacher posts.
|
Primary Teacher |
Post-Primary Teacher |
|
€65,670 – Excl. of ER PRSI |
€64,070- Excl. of ER PRSI |
Therefore if additional posts were to be created, depending on whether primary or post-primary teachers were recruited, it would be estimated to be a cost of:
|
Number of posts |
Primary |
Post-Primary |
|
100 |
€6,567,000 |
€6,407,000 |
|
500 |
€32,835,000 |
€32,035,000 |
|
1000 |
€65,670,000 |
€64,070,000 |
Based on an estimated allocation of 20,000 SET posts, the full-year cost of increasing the salary of those posts by 1%, 2% and 5%, is as follows.
|
Primary |
Increase |
Estimated cost of increase |
Posts |
Estimated cost of salary increase |
|
€65,670 |
1% |
€656.70 |
20,000 |
€13,134,000 |
|
€65,670 |
2% |
€1,313.40 |
20,000 |
€26,268,000 |
|
€65,670 |
5% |
€3,283.50 |
20,000 |
€65,670,000 |
|
Post- Primary |
Increase |
Estimated cost of increase |
Posts |
Estimated cost of salary increase |
|
€64,070 |
1% |
€640.70 |
20,000 |
€12,814,000 |
|
€64,070 |
2% |
€1,281.40 |
20,000 |
€25,628,000 |
|
€64,070 |
5% |
€3,203.50 |
20,000 |
€64,070,000 |
275. Deputy Sorca Clarke asked the Minister for Education the estimated net savings from withdrawing the annual State subsidy to private schools. [15987/24]
View answerGross expenditure on the order of €131 million was incurred by my Department on salaries for teachers and special needs assistants (including employer’s PRSI) in fee-charging schools in the 2022/2023 school year. Capital supports (building-related and ICT grants) are also available to such schools totalling over €0.5 million in 2023. In addition, specific Covid-19 grant funding of €0.9 million was paid to these schools in the financial year 2023 for hand sanitiser and enhanced cleaning.
If the parents of children in the fee-charging sector chose to send their children to the schools in the free education system, the State would have to fund those school places. In this respect, the figures quoted relate to the gross cost of fee-charging schools and not the net financial position. Since it is not possible to predict these patterns of behaviour, it is not possible to calculate any full-year saving if the monetary subsidies from my Department to fee-charging schools were removed.
276. Deputy Sorca Clarke asked the Minister for Education the estimate cost of increasing the minor works grant ceiling by 1%, 5% and 10% respectively, in tabular form. [15988/24]
View answerThe Department recognises the importance of the Minor Works Grant to primary schools. Under Project Ireland 2040, a commitment was given that the Minor Works Grant would be paid in either December or January of the school year to all primary schools, including special schools. In recent years my Department’s approach has been to pay the Minor Works Grant to primary schools in advance of the start of the following school year in order to facilitate a better lead in period for schools to plan any maintenance or minor works during the summer period.
Primary schools need not apply for minor works grant aid.? Under the scheme, funding is made available to all primary schools on the following basis:
€5,500 basic grant plus €18.50 per mainstream pupil and €74 per special needs pupil enrolled in the school on the 30th September of the year prior to the issue of the grant. The grant is paid on an annual basis and the current expenditure across all primary schools amounts to just over €29m. If the current ceiling rate was to increase by the above percentages the increase in expenditure would amount to €290,000, €1.45m and €2.9m respectively.
Between 2018 and 2023 in the region of €310 million in Minor Works Grants and Enhanced Minor Works Grants has been allocated to schools. The Minor Works Grant for the school year 2022/2023 was paid in December 2021 and the Minor Works Grant for the current school year 2023/2024, was paid in April 2023, to all primary schools including special schools.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs.
The works that can be undertaken under the Minor Works Grant Scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and educational equipment, the purchase of floor coverings and window blinds, the purchase of IT related equipment, ventilation improvements, and enhancements to outdoor learning environments
Arrangements are currently being made for the payment of €29 million in Minor Works grants to primary schools and special schools for the forthcoming 2024/25 school year.
277. Deputy Sorca Clarke asked the Minister for Education the estimated first and full-year cost of extending the free schoolbooks to all pupils in public secondary schools, in tabular form. [15989/24]
View answerAs Minister for Education, I believe it is crucially important that children and young people are actively supported to access education in its fullest forms. This Government recognises that the cost of preparing children for school each September can be a cause of financial difficulty and worry for many Irish families.
As part of Budget 2024, I announced a major investment of over €68 million to provide free schoolbooks to all students in Junior Cycle years in post-primary schools in the Free Education Scheme. This was a landmark moment in Irish education and one that furthers our goal to provide free education for all and ensure that every child and young person can benefit from free education.
Special schools who have students enrolled in Junior Cycle programmes will also receive this funding. More than 213,000 students enrolled in approximately 670 post-primary schools and over 65 special schools, will benefit from the new scheme from the start of the 2024/25 school year.
Following the successful implementation of the Primary Schoolbooks Scheme in September 2023, the introduction of this measure for Junior Cycle students has further extended our commitment under the Programme for Government to commence a free schoolbooks scheme pilot in September 2020 and expand the scheme to schools nationwide, as resources allow.
Guidance on the Junior Cycle Schoolbooks Scheme was published on 5 March in consultation and engagement with all stakeholders. The scheme will aim to ensure that value for money is achieved, and that schools will be supported to implement the scheme in a way that has the best learning outcomes for junior cycle students. Similar to the scheme at primary level, administrative supports will be provided to schools in order to roll out the scheme. Details of the funding, including the per capita rate and the administrative support element, are set out in the guidance to schools.
The grant for this scheme is based on the previous year’s validated enrolment figures which, for the 2024/25 school year, will be the number of students enrolled in Junior Cycle for the current 2023/24 school year. Funding for this scheme issued to schools on 19 March 2024.
As Minister for Education, I am acutely aware of the various costs faced by families upon the return of their children to school each September and am confident that this new provision will further and significantly reduce the back-to-school financial burden for many families.
Post primary schools will continue to receive the existing book grant for students in Senior Cycle years for the 2024/25 school year.
The extension of the free schoolbook scheme to Senior Cycle students will be considered as part of future budget negotiations and therefore this information is deemed budget confidential. On this basis we are unable to provide this information at present.
278. Deputy Sorca Clarke asked the Minister for Education the estimated first and full-year cost of restoring the school libraries fund of €10 per child in academic year 2024-2025 and increasing this by a further €2.50 per child in academic year 2025-2026, in tabular form. [15990/24]
View answerCurrently the Department’s preliminary data for schools under the Free Education Scheme 2023-2024 indicates there are 558,143 learners in recognised primary and special schools and 406,392 students in post-primary schools. Based on these preliminary figures, the cost of restoring the school libraries fund by €10 per child in academic year 2024-2025 and increasing this by a further €2.50 per child in academic year 2025-2026, would be as follows:
|
Number of pupils |
Cost in 2024-2025 |
Cost in 2025-2026 |
|
964,535 |
€9,645,350 |
€12,056,687.50 |
Furthermore, the estimated additional costing in relation to the provision of libraries in schools would be substantial. For example the provision of a librarian in each school would have an estimated cost of €212,000,000 per annum. The provision would include many different factors in addition to librarians such as provision of the physical space, fixtures and fittings, IT facilities, librarian assistants, stock (physical and digital), national co-ordinator, professional development etc. In order to have accurate costings an evaluation would be required to include an assessment of the different school structures as each school type would require different works etc.
As the Deputy is aware, once off funding of €20 million was made available in May 2022 to enable all recognised primary and post-primary schools in the Free Education Scheme to improve their existing literacy resource banks. Support is being provided so as to ensure that schools can make best use of the grant funding within their schools. In this regard the Department is working with the Public Library Service.
Webinars and the Public Library Resource Guide for Schools provides information for primary and post-primary schools to develop and expand reading and literacy collections within the school setting (www.librariesireland.ie/services/right-to-read/services-to-schools). The Public Library Supports for Schools are jointly agreed by the Department of Education and the Department of Rural and Community Development.
A teacher’s card is made available to every teacher in every school, which enables each teacher to borrow items for his/her class. As no doubt the Deputy is aware, library membership is completely free of charge for everyone in every library in the country. Further information on the services to schools can be found at www.librariesireland.ie/services/right-to-read/services-to-schools. Libraries Ireland also offer a Digital Library Service, and currently anyone with a library card can access the eBooks, Audio books and eLearning Resources.
The Library Service published ‘The Library is the Place: National Public Library Strategy 2023-2027in July 2023. Under this strategy and the new Literacy, Numeracy and Digital Literacy Strategy being developed by the Department of Education Department will further enhance the partnership with the Library Service to increase school usages of the resources that are available through the public libraries.
The Department issued a grant in 2023 to provide free schoolbooks for all children and young people enrolled in all recognised primary schools, including special schools. This grant has been extended, in 2024, to provide free schoolbooks for all Junior Cycle students in the Free Education Scheme. Where any surplus funding remains after all other schoolbooks and related classroom resources costs have been met, a school has the discretion to purchase library books, audio books and other material to increase the literacy (in English, Irish or other languages) and numeracy resources for their school.
Under the Programme for Government my Department was tasked with the development of a successor Literacy, Numeracy and Digital Literacy Strategy. The strategy is being informed by robust research to include consideration of national and international practice, by extensive stakeholder engagement and public consultation. It is intended that the new strategy would be published in 2024. This strategy will set the vision for the coming 10 years with recommendations/ actions to improve literacy, numeracy and digital literacy levels from early years to post-primary level.
I hope this information is of assistance to the Deputy.
279. Deputy Sorca Clarke asked the Minister for Education the estimated first and full-year cost of providing €10 per child to each primary and post-primary school library. [15991/24]
View answerCurrently the Department’s preliminary data for schools under the Free Education Scheme 2023-2024 indicates there are 558,143 learners in recognised primary and special schools and 406,392 students in post-primary schools. If there was an allocation of €10 per child that would be in the region of €10,000,000 per annum.
Furthermore, the estimated additional costing in relation to the provision of libraries in schools would be substantial. For example, the provision of a librarian in each school would have an estimated cost of €212,000,000 per annum. The provision would include many different factors in addition to librarians such as provision of the physical space, fixtures and fittings, IT facilities, librarian assistants, stock (physical and digital), national co-ordinator, professional development etc. In order to have accurate costings an evaluation would be required to include an assessment of the different school structures as each school type would require different works etc.
As the Deputy is aware, once off funding of €20 million was made available in May 2022 to enable all recognised primary and post-primary schools in the Free Education Scheme to improve their existing literacy resource banks. Support is being provided to ensure that schools can make best use of the grant funding within their schools. In this regard the Department is working with the Public Library Service.
Webinars and the Public Library Resource Guide for Schools provides information for primary and post-primary schools to develop and expand reading and literacy collections within the school setting (www.librariesireland.ie/services/right-to-read/services-to-schools). The Public Library Supports for Schools are jointly agreed by the Department of Education and the Department of Rural and Community Development.
A teacher’s card is made available to every teacher in every school, which enables each teacher to borrow items for his/her class. As no doubt the Deputy is aware, library membership is completely free of charge for everyone in every library in the country. Further information on the services to schools can be found at www.librariesireland.ie/services/right-to-read/services-to-schools. Libraries Ireland also offer a Digital Library Service, and currently anyone with a library card can access the eBooks, Audio books and eLearning Resources.
The Library Service published ‘The Library is the Place: National Public Library Strategy 2023-2027in July 2023. Under this strategy and the new Literacy, Numeracy and Digital Literacy Strategy being developed by the Department of Education Department will further enhance the partnership with the Library Service to increase school usages of the resources that are available through the public libraries.
The Department issued a grant in 2023 to provide free schoolbooks for all children and young people enrolled in all recognised primary schools, including special schools. This grant has been extended, in 2024, to provide free schoolbooks for all Junior Cycle students in the Free Education Scheme. Where any surplus funding remains after all other schoolbooks and related classroom resources costs have been met, a school has the discretion to purchase library books, audio books and other material to increase the literacy (in English, Irish or other languages) and numeracy resources for their school.
Under the Programme for Government my Department was tasked with the development of a successor Literacy, Numeracy and Digital Literacy Strategy. The strategy is being informed by robust research to include consideration of national and international practice, by extensive stakeholder engagement and public consultation. It is intended that the new strategy would be published in 2024. This strategy will set the vision for the coming 10 years with recommendations/ actions to improve literacy, numeracy and digital literacy levels from early years to post-primary level.
I hope this information is of assistance to the Deputy.
280. Deputy Sorca Clarke asked the Minister for Education the estimated first and full-year cost of increasing the guidance counselling funding by 5%, 10% and 20% respectively, in tabular form. [15992/24]
View answerEstimated first and full-year cost of increasing the guidance counselling funding by 5%, 10% and 20% respectively, in tabular form attached.
|
Guidance Post 2024/25 |
Funding Increase |
Average annual cost of teacher |
Estimated cost for year 1 |
|
948.4 |
5% |
€53,870.00 |
€.83m |
|
10% |
€53,870.00 |
€1.7m |
|
|
20% |
€53,870.00 |
€3.4m |
|
|
Guidance Post 2024/25 |
Funding Increase |
Average annual cost of teacher |
Estimated cost for full year |
|
948.4 |
5% |
€53,870.00 |
€2.5m |
|
10% |
€53,870.00 |
€5.1m |
|
|
20% |
€53,870.00 |
€10.2m |
284. Deputy Jackie Cahill asked the Minister for Education what plans the Department has to subsidise the Gaeltacht fees for teaching students; and if she will make a statement on the matter. [16024/24]
View answerThere are four state-funded higher education institutions (HEIs) providing primary initial teacher education (ITE) and one independent private provider of primary ITE.
The current requirements for Gaeltacht Learning Periods (GLPs) for primary Initial Teacher Education (ITE) programmes takes the form of 2 x 2 week placements, which are outlined in the Teaching Council’s Céim: Standards for Initial Teacher Education.
Budget 2020 provided for the re-instatement of the grant to cover the full cost of the Gaeltacht Learning Periods (GLPs) for undergraduate and post-graduate students in State-funded primary ITE programmes, with effect from the 2020/2021 academic year. The grant was previously funded by my Department up to the 2012/2013 academic year, when it was ceased due to financial constraints. The rate of student grant for 2024 has been set at an average of €815. This will cover the cost of the undertaking the fortnightly course in 2024. This grant will be made available for undergraduate and post-graduate students in State-funded primary Initial Teacher Education (ITE) programmes.
285. Deputy Mark Ward asked the Minister for Education if grants are available to a group organising home education; and if she will make a statement on the matter. [16027/24]
View answerUnder Article 42 of the Constitution, the State acknowledges that the primary and natural educator of the child is the family. The State guarantees to respect the right and duty of parents to provide, according to their means, for the religious and moral, intellectual, physical and social education of their children. Parents are free to provide education in their homes, in private schools, or in schools recognised or established by the State.
In line with the provisions of Section 14(1) of the Education (Welfare) Act, 2000, Tusla’s Alternative Education Assessment and Registration Service (AEARS) is responsible for the regulation of the provision of education for children in places other than in a recognised school, including for children who are home educated/schooled. This is to ensure that such children receive a certain minimum education.
There is no funding available from my Department, to assist with the cost of education, where parents choose to educate their child in a place other than in a recognised school.
286. Deputy Darren O'Rourke asked the Minister for Education to provide an outline of special education teacher allocation for schools and how it is determined; to provide a breakdown of the average number of hours per capita in each county in 2020, 2021, 2022, 2023 and to date in 2024, in tabular form; and if she will make a statement on the matter. [16033/24]
View answer287. Deputy Darren O'Rourke asked the Minister for Education if he will report on the special education teacher allocation for schools; the breakdown of the average number of hours allocated per capita in each school in Meath in 2020, 2021, 2022, 2023 and in 2024 to date, in tabular form; and if she will make a statement on the matter. [16034/24]
View answerI propose to take Questions Nos. 286 and 287 together.
I want to thank the Deputy for raising this issue.
The current model of allocation was introduced in 2017 on foot of the 2014 NCSE report on Delivery for Pupils with Special Educational Needs. The model moved away from a diagnosis led system of allocation to an identified need driven system.
The Special Education teaching allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need.
It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools.
This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
As outlined in circular 02 and 03/2024, a unique educational profile is created for each school and is underpinned by three pillars.
Pillar 1: Enrolment Allocation - The total enrolment in the school which is sourced from POD.
Pillar 2: Educational Teaching Needs Profile – This is derived from the literacy and numeracy profile of the school as demonstrated by the STen scores for English/Irish and Maths reported by the school.
Pillar 3: Educational Disadvantage –The key data source is the Pobal HP Index for Small Areas, which is a method of measuring the relative affluence or disadvantage of a particular geographical area, combined with pupil data from POD.
The allocation of the SET hours to each school is based on a school profile rather than on an individual pupil basis.
Each school is responsible for the deployment of their SET allocation in line with the continuum of support and they are required to adhere to the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.
The data in relation to individual pupils supported through the SET hours allocated to schools is not available to the department but is maintained in each school where support is provided based on the continuum of support.
It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system. There will be 14,600 Special Education Teachers (SETs) supporting mainstream classes in the 2024/25 school year, which is an increase of 1,000 since the end of the 2021 school year. This is the highest number of SET teachers ever in our schools.
288. Deputy Bernard J. Durkan asked the Minister for Education when the son of a person will be facilitated with a school place at a school (details supplied); and if she will make a statement on the matter. [16035/24]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of the Act, school admission policies are approved by the Patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the school’s website. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
All schools must clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools.
Section 29 of the Education Act, 1998 provides for an appeal where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school. Where the decision to refuse admission is due to the school being oversubscribed, a review of the decision by the board of management must be sought in the first instance. Following a review it is open to the parent to appeal to the independent appeals committee.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/.
289. Deputy Noel Grealish asked the Minister for Education the current status of a digital strategy ICT grant for 2023 and 2024 for a school (details supplied); and if she will make a statement on the matter. [16050/24]
View answerI recently announced €50 million in grant funding for Information and Communications Technology (ICT) , which will issue shortly to all recognised primary, special Schools and post-primary schools. This ICT funding is being provided to schools to help them continue to use digital technologies in their teaching, learning and assessment and which represents the second tranche of ICT funding under the Digital Strategy for Schools to 2027.
The Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support its implementation, committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
Under the previous Digital Strategy for Schools 2015 to 2020, saw overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding enabled schools to invest in appropriate digital infrastructure to enable the embedding of the use of digital technology in teaching, learning and assessment.
Additionally, further Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
290. Deputy Peter Burke asked the Minister for Education if she will provide an update on an application for additional modular classrooms for a school (details supplied); and if she will make a statement on the matter. [16051/24]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for additional accommodation from the school in question.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the National Council for Special Education (NCSE), and all available alternative accommodation within the school is already being used for classroom purposes. The capacity at other schools in the area is also considered as part of the assessment of any accommodation needs.
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs.
The Department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level. In planning and providing for additional school accommodation, the Department must also have regard to construction inflation pressures and competing demands on suppliers of modular accommodation and project management services.
In general, demographics have been falling at primary level and are due to continue to decrease. Therefore the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements. In relation to the provision of primary special classes, the shared preference of both the Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes. Given the number of primary special classes available already and the falling demographics, it is also likely that most of the new additional special classes may be required in larger population centres in a local school planning area.
At local level, the NCSE is currently reviewing the overall demand for such provision in the area alongside the availability of space in local schools. The NCSE and the Department continue to engage on a regular basis in relation to the provision of additional special education placements.
My officials will be in touch with the school authorities as soon as possible in relation to their application, once the NCSE has completed their review of the demand in the area.
