Written Answers Nos. 286-299
286. Deputy Cian O'Callaghan asked the Minister for Education to detail the provision of suitable autism classes at secondary level in an area (details supplied); if there are plans to increase this provision to respond to local need; and if she will make a statement on the matter. [18813/24]
Amharc ar fhreagraEnabling 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.
For 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 will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
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 these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My 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 2022, my Department wrote to all post-primary schools asking them to begin to prepare to provide new special classes over the coming years to meet the needs of children transitioning from primary schools.
As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE.
Of these, 71 are in Dublin, 48 at primary level and 23 at post-primary level. This brings to 534 the number of special classes in Dublin, 408 at primary level and 126 at post-primary level.
There are currently two autism classes at post-primary level in the local school planning area of Killester_Raheny_Clontarf.
Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of the new classes will be confirmed by the NCSE shortly.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at:
www.ncse.ie/regional-services-contact-list
My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
287. Deputy Cian O'Callaghan asked the Minister for Education the average timeframe of delivery for assistive technology applications at both primary and secondary levels where they have been deemed necessary by an educational psychologist; if she is aware that some students are waiting in excess of six months after their applications have been granted to receive their requested assistive technology; the action she will take to reduce these waiting times; and if she will make a statement on the matter. [18815/24]
Amharc ar fhreagraUnder the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. Assistive technology can be seen as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
My Department has received a large volume of Assistive technology applications that are currently being processed. There has been a large increase in applications for Assistive Technology over the last number of years, with approximately double the amount of equipment being sanctioned in 2023 compared to 2018. Special education section in the Department of Education are currently reviewing the Assistive Technology Scheme, with streamlining the application process being one of the key goals of this review.
Applications for equipment for students with hearing impairment and/or visual impairment have been prioritised. Sixth Class pupils are also being prioritised to allow equipment be purchased before the they transition to post primary school. All other applications will be processed in accordance with the date that the recommendations has been received in the Department by the SENO. At present, applications received by the Department are being processed within approximately 20 working days. This process time has decreased substantially since the beginning of the year, and the Department will continue to process assistive technology claims as efficiently as possible.
288. Deputy Denis Naughten asked the Minister for Education the total number of copper communication lines within her Department that are currently in active operation and for which her Department is paying for on a monthly basis, inclusive of ISDN, PTSN and copper-based lease lines; and if she will make a statement on the matter. [18833/24]
Amharc ar fhreagraMy Department currently has 11 ISDN/PSTN lines and 42 DSL lines. The lines are predominantly in use in my Department's regional offices. The necessity for PSTN/ISDN and DSL technology is mainly due to the unavailability of fibre connections at that location. Additionally, these lines are required for fax, franking machines and lift services. However, with the continuous expansion of fibre availability, my Department intends to transition as many lines as possible to fibre/SIP connections.
289. Deputy Marian Harkin asked the Minister for Education if consideration will be given to a school transport issue (details supplied); and if she will make a statement on the matter. [18851/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education.
In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
The Department and Bus Éireann are very conscious of the specialised nature of transport provision for children with special educational needs. This is reflected in the standard of dedicated service provided and the fact that these services are generally planned and timetabled to operate on a door-to-door basis. In certain cases, the Department also provides funding to schools for the employment of escorts to accompany children whose care and safety needs require this level of support while they travel to and from school.
Given the concerns regarding welfare of children with special educational needs, it is not always practical to make these services available to children who are capable of travelling on standard mainstream school transport services as to do so might diminish the level of care and safety that the Department and Bus Éireann wish to provide for these vulnerable children.
Bus Éireann has advised that the service that could accommodate this family currently caters for other pupils with special educational needs, therefore it is not permissible to allow their sibling travel on the same service and the request to accommodate the sibling cannot be considered on this occasion.
Bus Éireann have also advised that an application for mainstream school transport, was submitted on 19th April 2024, in respect of the pupil who will commence post primary school in the next academic year. The pupil is eligible for transport to this school.
290. Deputy Louise O'Reilly asked the Minister for Education when building work will commence on a new school for a school (details supplied). [18860/24]
Amharc ar fhreagraSince 2020, the Department of Education has invested in the region of €4.5 billion in our schools throughout the country. Around 800 school building projects have been completed and 300 other projects are under construction.
School building projects under construction involve an overall State investment of over €1.2 billion.
This is a record level of investment and highlights the department’s very strong track record in providing additional capacity and modern facilities for our school communities.
The school building project for the school referred to by the Deputy is being delivered under my Department's Design and Build Programme and will deliver a new 16 classroom primary school and accommodation, including four classrooms, for children with special educational needs.
My Department's Project Manager is currently finalising the planning application, including any necessary consents, for the project. Once this has been finalised, the planning application will be submitted shortly thereafter.
It is not possible to provide a time-frame for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
My Department will continue to keep the school and its patron body updated as the project progresses.
291. Deputy Louise O'Reilly asked the Minister for Education if she is aware of the serious parking issues at a school (details supplied) which endanger students being collected from school; that this is particularly acute for children with additional needs; and the steps her Department plans to take to resolve this situation until such time as the new school is built. [18885/24]
Amharc ar fhreagraI am pleased to inform the Deputy that in Q1 of 2023 formal approval was issued to an ongoing ASA project nearby allowing them to utilise an adjacent department-owned land for traffic management associated with that school and the school in question. This is a very positive step forward for the future of both projects, which should assist in terms of alleviating significant planning concerns identified at pre-planning stage by Fingal County Council.
The Design team of the ongoing Additional School Accommodation (ASA) project have been advised to liaise with the school in question regarding this.
My department will continue to engage with the school authority to provide practical advice and assistance on the project.
292. Deputy Louise O'Reilly asked the Minister for Education if there are plans to move school cleaners on to public sector pay scales as was done with school secretaries and school caretakers; and if she will make a statement on the matter. [18886/24]
Amharc ar fhreagraThe majority of primary and voluntary secondary schools receive assistance to provide for cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school. The Department is aware of many instances where schools elect to contract cleaning services from appropriate service providers, according to their specific requirements and the potential specialist materials and equipment required. In instances where schools are using contract cleaning services, which they are paying for through grant funding, it would be expected that they engage firms which are compliant with the relevant ERO; where schools are employing cleaners directly, using grant funding, it would similarly be expected that they are compliant with the requirements of the ERO.
Fórsa trade union tabled a claim seeking public service status for secretaries and caretakers who are currently employed directly by schools and paid for by grant funding, but did not include any other staff similarly employed by schools. As the Deputy will be aware, agreement was reached in respect of school secretaries in February 2022. While secretaries were not accorded public service status, the agreement reached placed secretaries on a pay scale aligned to that of a Grade III CO in an ETB, afforded them additional rights in respect of certain non-statutory leave and commits that their pay scale will benefit from pay increases which parallel those agreed for public sector workers.
Any further claims for changes to terms and conditions of school ancillary staff would have to be considered in detail under appropriate industrial relations mechanisms.
293. Deputy Robert Troy asked the Minister for Education to facilitate a new school transport bus route from Delvin to Mullingar, County Westmeath, under the revised guideline, as per School Transport 2030 - Review of the School Transport Scheme - Phase 3 Report (details supplied). [18931/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country. The total cost of the scheme in 2023 was €382.02m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
All school transport services are reviewed over the summer months. As a result, routes may be altered, depending on the number and location of eligible children who will be availing of school transport for the following school year.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Under the terms of the scheme, the availability of concessionary transport varies from year to year based on the capacity on the buses running on all of the various routes and the number of eligible children accommodated on each route.
Routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis.
Temporary Alleviation Measures are in place for the 2024/2025 school year, these measures mean that transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by 26 April 2024 and pay for a ticket/enter medical card details by 07 June 2024.
The School Transport Scheme 2030 report has now been published, which marks the largest review of the School Transport Scheme since it was established in 1967. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately.
The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. Throughout the review, the value of the School Transport Scheme to both families and in supporting wider Government policies has been very apparent. In summary, school transport not only plays an important part in supporting children's access to education, but it also aligns to wider Government objectives.
Overall the recommended changes to the future operation of the Scheme concern:
expansion of the current eligibility criteria;
addressing current operational challenges;
charges and grants; and
over time moving towards better integration with public transport to ensure optimum value for money to the Exchequer.
A phased implementation of the review’s recommendations will commence in September 2024. This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of the roll out of transport networks with school transport routes, with a view to expanding provision of transport and reducing the reliance over time on individual car trips for school journeys. Details of the areas to be piloted will be available shortly.
294. Deputy Sorca Clarke asked the Minister for Education for an update on the review of the Education for Persons with Special Educational Needs Act 2004. [18958/24]
Amharc ar fhreagraI would like to thank the Deputy for the question and wish to advise the following.
My Department's policy, which is set out in the Education for Persons with Special Educational Needs (EPSEN) Act 2004, is that children with special educational needs should be educated in mainstream placements with additional supports provided as appropriate. The majority of children with special educational needs are supported in this way.
Where children need more specialised educational settings, such as special classes or special schools, my Department and the National Council for Special Education (NCSE) ensure that the necessary resources and supports for such placements are provided in line with the needs of the child.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide. NCSE policy advice on special class and special school provision is due shortly and this will be significant in terms of how my department plans for any changes to the way in which children and young people with special educational needs are supported. In its progress report (2019), the Council advised that there is no conclusive evidence at present that any one type of special education place was better than another. The advice will also address the State’s obligations under the United Nations Convention on the Rights of People with Disabilities.
The review of the EPSEN Act 2004 was initiated by Minister Madigan in December 2021 to modernise and reflect the experiences of students, staff and families. The review process includes extensive stakeholder engagement, including parents, educators, advocacy groups, and experts in special education. Online surveys, launched in November 2022, garnered over 28,000 responses, and qualitative analysis of open submissions has been used as the basis for the second stage of consultation, the focus group stage.
A variety of focus group methods are being employed, including mixed focus groups, mosaic-style engagement with children with special educational needs, and discussions with young adults who have experienced the special educational need model of education. The focus groups are due to conclude by the first week in May. The report shall then be prepared for consideration.
An easy access survey will be made available shortly. This accessible online consultation platform is designed to accommodate individuals who may face challenges with traditional survey methods.
The review involves an academic assessment and considers legal cases and international comparators.
Scheduled for the third quarter of 2024, an Open Policy Day will integrate feedback from surveys and focus groups, insights from the academic review, and inputs from the NCSE policy advice and the draft recommendations of the EPSEN groups. The draft report shall then be finalised for the Minister's attention.
This significant review is intended to be concluded in third/fourth quarter of 2024, culminating in a comprehensive report that will encompass an analysis of stakeholder and public engagement, feedback from focus groups and open policy day, academic review paper, NCSE policy advice, evidence-based research and conclusions and recommendations.
295. Deputy Marian Harkin asked the Minister for Education for an update on an application for additional accommodation for a school (details supplied); if it will be considered, as a matter of urgency; and if she will make a statement on the matter. [18970/24]
Amharc ar fhreagraI can confirm to the Deputy, that my Department has recently received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority 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.
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 NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
My Department has been in correspondence with the school requesting additional information and once this information has been received, the department will be in a position to progress the application further. The school authority in question will be contacted directly with a decision.
296. Deputy Mattie McGrath asked the Minister for Education the reason her Department appears to have no quality control system in place to ensure that the standard of syllabi being published by the NCCA is in keeping with international best practice in syllabus design (details supplied); and if she will make a statement on the matter. [18971/24]
Amharc ar fhreagraIn 2022, I set out an ambitious programme for the redevelopment of Senior Cycle, guided by the vision of a Senior Cycle that delivers “equity and excellence for all.” Under this redevelopment, specifications for all Leaving Certificate subjects will be revised on an annual basis in groupings called “tranches.” By 2029, all Leaving Certificate subjects will be revised. It is an ambitious programme of work which aims to ensure students experience Senior Cycle in a way that reflects who they are, their values and dispositions, and prepares them for their chosen pathway following post-primary school education.
Next year, in 2025, those entering Fifth Year of post-primary school may avail of nine new and revised subject specifications in Tranche 1 – including revised specifications for the science subjects of Biology, Chemistry and Physics.
I requested the National Council for Curriculum and Assessment (NCCA) to develop the specifications for these three subjects as part of Tranche 1. The draft specifications were developed by Subject Development Groups (SDGs), whose membership includes expertise in science, as well as representation from education stakeholders, including those in the tertiary sector. Representatives from the organisation who authored the report referred to by the Deputy in his question also form part of the membership of the SDGs for Biology, Chemistry, and Physics.
The NCCA has published a research paper on the Technical Form of Curriculum Specifications, which is informing the redevelopment work. This research paper provides a template for how the curriculum in each revised subject is developed. This paper sets out the need for an appropriate level of detail in subject curricula and has helped to guide the work of the Subject Development Groups drafting the revised science curricula. It also points to the experience internationally. This paper, available on the NCCA website, sets out that there are a variety of approaches internationally to curricular design and definition and indicates, through the review of syllabi/specifications from upper secondary education in a range of other jurisdictions, that there is no single approach internationally to the technical form of curriculum specification.
The NCCA is currently reviewing the feedback received during the extensive public consultation period for the three revised science subjects, which ran from December last year to late February this year. This feedback is informing the work of the relevant Development Groups in finalising the specifications, and work on this is ongoing. Once the Subject Development Groups finalise the draft curricula, these will be brought to me as Minister for approval.
297. Deputy Seán Crowe asked the Minister for Education whether there are plans for an ASD unit to be put in place at a school (details supplied) given its size and the present demand for such services. [18983/24]
Amharc ar fhreagraI can confirm to the Deputy, that my Department has received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority in question.
The purpose of my Department’s 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.
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 NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
The consideration of the accommodation requirements for the school in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding.
I can assure the Deputy that the provision of required school places, including for children with special educational needs, is a priority for my Department and my officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider School Planning Area for future years.
Since 2020, the Department of Education has invested in the region of €4.5 billion in our schools throughout the country, involving the completion of over 800 school building projects with construction currently underway at approximately 300 other projects, which includes 31 new school buildings. The 300 projects currently at construction involve a total State investment of over €1.2bn. This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
The application for the school question has been assessed and on foot of this assessment technical input was sought from the Department's Professional and Technical Division. Their advice is now being considered by the Department, to determine the scope of any project that can be approved here.
I can confirm that Departmental officials have had on-going engagement with this school during this process and once a decision is reached the school authorities will be contacted directly.
298. Deputy Seán Crowe asked the Minister for Education the plans in place to increase the number of special school places for children who NEPS assessments specifically recommend for such a place, given the insufficient capacity at present; the number of places to be brought on stream in the next two years; and the location of these places. [18984/24]
Amharc ar fhreagraEnabling 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.
For 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 will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
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 these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My 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.
There continues to be an increasing need to provide additional special school places to support children with complex needs. To meet this need, seven new special schools have been established in recent years and capacity has been expanded in a number of other special schools.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. A further four special schools will be established for the 2024/25 school year. These schools will be established in Meath, Kildare, Wexford and Limerick under the patronage of their local Education and Training Boards. This will bring the number of NCSE supported special schools nationwide to 124.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the Department and NCSE will consider the need to establish a new special school.
In planning for increased special school places, the Department and NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
An important consideration when deciding to establish or expand provision in an existing special school is the distances that some students are travelling in order to access a special school placement.
My Department and the NCSE are continually reviewing where additional capacity is required in existing special schools or in what regions a new special school may need to be established over the coming years.
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.
299. Deputy Seán Crowe asked the Minister for Education the options available to a child (details supplied) who has been recommended for a special school place by a NEPS assessment but has been unable to secure a place in the Dublin area. [18985/24]
Amharc ar fhreagraEnabling 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.
For 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 will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
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 these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My 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.
As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE.
Of these, 71 are in Dublin, 48 at primary level and 23 at post-primary level. This brings to 534 the number of special classes in Dublin, 408 at primary level and 126 at post-primary level.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes
Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of the new classes will be confirmed by the NCSE shortly.
As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at:
www.ncse.ie/regional-services-contact-list
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.
