Paul Kehoe
Question:585. Deputy Paul Kehoe asked the Minister for Education the status of an ASD class in a secondary school (details supplied); and if she will make a statement on the matter. [57383/23]
View answerWednesday, 17 January 2024
Questions (585)
Written answers
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education and Inclusion, 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 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be 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.
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 engage 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, Minister Foley and l announced the establishment of two special schools for this school year, with further capacity being expanded in 11 other special schools and that a further four special schools for the 2024/25 school year will be established, including a new special school in Gorey, Co. Wexford.
Along with the two new special schools, 389 new special classes – 253 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this school year.
In Co. Wexford, there are currently 101 special classes in mainstream schools. Of these, 73 are at primary level and 28 are at post-primary level and 14 are newly sanctioned for this school year, 11 at primary and 3 at post-primary level.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
My department has communicated to all post-primary schools of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 2 to 4 years, with an approximate average of 4 special classes in each school.
In relation to the school referred to by the Deputy, the NCSE have advised my department that an autism specific class was sanctioned for the school in December 2022 subject to local demand.
The opening of any new classes is based on receipt of information in relation to pupils with professional reports that meet the department's eligibility criteria for enrolment in autism specific classes and confirmation of available places in existing classes due to identified leavers. The NCSE continues to closely monitor all incoming information and liaise with the relevant local educational professionals to plan for pupils with special educational needs in the region and nationally.
The NCSE has advised my department that planning for special class provision in Co. Wexford for 2024/25 and onwards is ongoing. Their local team of Special Education Needs Organisers (SENOs) are currently in contact with schools for confirmation of attenders and leavers for the 2023/24 academic year. This will facilitate the compiling of information in relation to special class demand. They will have regular meetings with their team managers to plan for existing special classes and identify possible new classes where they are most needed. Special classes are sanctioned to plan for current and future demand. Said sanctioned classes are then opened based both on local verified demand and in consultation with my department.
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. The local special educational needs organisers (SENOs) remain available to assist and advise 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.
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.
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.