Written Answers Nos. 268-282
268. Deputy Richard Boyd Barrett asked the Minister for Education to report on what schools in the Dún Laoghaire Rathdown area provide properly serviced reading classes for dyslexic children, and if there are any upcoming plans to provide properly serviced reading classrooms for dyslexic children in the Dún Laoghaire Rathdown area; and if she will make a statement on the matter. [7525/24]
View answerIt is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support them in providing optimal learning experiences for children with special educational needs, including students with a specific learning disability such as dyslexia.
Provision for students is governed by the continuum of support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches in meeting the needs of students with special educational needs. The most significant of these resources are the 14,500 special education teachers who are employed in schools to provide additional support for children with special educational needs, including dyslexia.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support and for schools to deploy resources based on each student’s individual learning need.
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where additional provision is required to support schools to meet the needs of children with special educational needs, it is planned and established to meet that need.
In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the NCSE to help schools provide an appropriate education for students with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local SENO for such support.
It is important to note that all classroom teachers at primary level and subject teachers at post-primary level have responsibility for the progress of their students. Where necessary, additional support is provided by special education teachers. The majority of students with significant literacy difficulties currently receive additional teaching support from a special education teacher in a mainstream class. This is provided on the basis of the individual student’s learning need, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.
These supports are intended to provide students with the highest standard of education in mainstream classes, special classes and special schools.
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.
269. Deputy Louise O'Reilly asked the Minister for Education further to Parliamentary Question Nos. 342 and 343 of 20 September 2023, if she has made a decision on the Stage 2B planning report received by her Department in relation to a school (details supplied); and if she can share an update on the progression of the project. [7540/24]
View answerAs the Deputy is aware, the school to which he refers was approved a school building project under the Department’s Additional School Accommodation (ASA) Scheme.
The project is being managed on a devolved basis by Louth and Meath Education and Training Board, on behalf of the school authority and a design team was appointed for the project.
The project approved consists of the building of a four classroom SEN base as an extension to the existing school building, secure hard and soft play areas, a sensory garden and associated works with the school's car park.
I can confirm to the Deputy that my Department has received a Stage 2b (post planning approval) report from the school. This report is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. This review is in the final stages and my Department will be in contact with LMETB directly once the review of this report has been completed.
There is an overall pipeline of some 1300 projects across the school system. The current status of all projects is listed on a county by county basis at www.gov.ie. and this is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
My Department has a strong track record of delivery of school building projects and this was achieved again in 2023 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.
Under Project Ireland 2040, we are investing over €5 billion during the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day.
My Department is very appreciative of the strong support provided by Government for our education budget. As part of the supplementary budget, €405m additional capital funding was provided in 2023. This helped to alleviate capital funding pressures that arose in 2023, which was reflective of the strong delivery by my Department of school building projects – particularly to support mainstream provision accommodating Ukrainian students, and special education needs provision. My Department’s overall capital out-turn for 2023 was €1.264 billion.
We continue to have a strong pipeline of projects for delivery under the school building programme involving circa. 300 projects currently at construction, which include 34 new school buildings. We also have a large modular accommodation programme delivering urgently needed school places. The Department has always operated a tightly prioritised approach to the school building programme, focused over recent years on the delivery of additional capacity where required, and this will continue to be the case.
270. Deputy Dara Calleary asked the Minister for Education if she is satisfied that the current assessment of need process sufficiently caters for students with severe visual impairment; what accommodations are to be made for severely visually impaired students when completing the test; and if she will make a statement on the matter. [7559/24]
View answerEnabling 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 & Inclusion, for my department and for the National Council for Special Education (NCSE).
The assessment of need process is provided for under the Disability Act 2005. Assessment officers under the remit of the Health Service Executive (HSE) are charged with organising the assessment of need.
The HSE assessment officer makes the determination as to whether or not a child or young person meets the definition of disability contained in the act and the assessment officer coordinates and completes the assessment report.
Matters in relation to the assessment of need process should be directed to the HSE or to the Department of Children, Equality, Disability, Integration and Youth.
271. Deputy Dara Calleary asked the Minister for Education how many visiting teachers there currently are nationwide for students with visual impairments; if these visiting teachers are appropriately trained in new digital technologies available to assist students; and if she will make a statement on the matter. [7560/24]
View answerThe Department of Education provides an extensive range of supports to assist pupils who are Blind or who have a Visual Impairment. The Department's policy, which is provided for under Section 2 of the Education of Persons with Special Needs Act 2004, aims to ensure all children with special educational needs access appropriate education intervention in mainstream settings where possible.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The visiting teacher service for the visually impaired forms part of the NCSE support service for schools, and visiting teachers are now recruited, deployed and managed by the NCSE.
Currently there are 16 Visiting teachers posts allocated across the 10 NCSE regional teams, supported by teams of professionals and agencies such as ophthalmology services, speech and language therapists, low vision specialists, psychologists, early intervention teams and school staff.
Each visiting teacher operates in a particular region and manages a caseload of students. The visiting teacher supports children/young people, parents, guardians, teachers and other professionals involved with the child. Each visiting teacher works in partnership with parents to provide advice, and offer guidance, in matters pertaining to the child’s education and overall development. The frequency and nature of support takes into account a range of factors based on the individual’s needs.
Visiting teachers are qualified teachers with particular skills and knowledge on 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. They help children to develop tactile and sensory skills and give advice on self-help and other skills needed for independent living. Visiting Teachers will also discuss and demonstrate the management of assistive technologies for children who are blind/visually impaired. In the case of any technical issues with a student's assistive technology, the school can look to the Visiting Teacher and the suppliers of the equipment for support.
The Digital Strategy for Schools to 2027 builds on the achievements and ambition of the previous strategy and aims to further support the school system to ensure that all learners have the opportunity to gain the knowledge and skills they need to successfully navigate an ever evolving digital world. The strategy has been developed following a wide ranging and extensive consultation process and sets out high level objectives under three key pillars.
www.gov.ie/en/publication/69fb88-digital-strategy-for-schools/#overview.
Visiting teachers engage in professional development on an ongoing basis and this includes training and upskilling in assistive technology and new digital technologies.
272. Deputy Michael Lowry asked the Minister for Education to address a matter regarding primary school admission policies (details supplied). [7568/24]
View answerThe Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
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 may 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. This may result in some pupils not obtaining a place in the school of their first choice. The selection criteria to be applied by schools and the order of priority are a matter for the schools themselves.
The Department does not seek to intervene in the selection criterion that is applied by schools.
Where a board of management make a decision to refuse admission, a parent/guardian can appeal that decision under Section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. The role of the Section 29 hearing committee is to examine the application for enrolment and consider if it was correctly processed by the school, in accordance with the school’s Enrolment Policy.
The Section 29 appeals committee cannot consider matters that are not provided for within the school’s Enrolment Policy.
If an appellant considers that a school has erred in their processing of your enrolment application, a Section 29 appeal committee can examine how an application was processed by the school and identify if the school did not follow its Enrolment policy. In cases where an error occurred the Section 29 appeal committee will consider if the error had a material effect on the application. Where an error had a material effect on an enrolment application, the Section 29 appeal committee can direct the school to enrol the student or adjust the students ranking on the waiting list.
This Department has no authority to compel a school to admit a student, except in circumstances where an appeal under Section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
A Section 29 appeal must be made no later than 63 calendar days from the date of the school’s decision to refuse admission.
As you may be aware, Section 29 of the Education Act, 2008, as amended by Education (Admissions to Schools) Act 2018, provides for a paper based appeal to be considered by an independent appeals committee appointed by the Minister for Education, in circumstances where a parent has been refused enrolment due to oversubscription.
It is important to note that if an applicant has been refused admission due to the school being oversubscribed, and they wish to appeal this decision they must firstly make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission to a child.
If an applicant has been refused admission for a reason other than the school being oversubscribed, they may, but are not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission to the child. Where an applicant has been refused admission for a reason other than the school being oversubscribed and do not choose to seek a review by the board of management, they may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
It may be useful for you to be aware that the Educational Welfare Services within Túsla Education Support Services (TESS) is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child.
Contact details for TESS are available at the following link www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie.
Full details on the Section 29 appeals process for refused enrolment are available on the Gov.ie website at the links below:
www.gov.ie/en/publication/8248c-appeals-in-relation-to-refusal-to-admit-a-student-due-to-a-school-being-oversubscribed/.
www.gov.ie/en/publication/31c4f-appeals-in-relation-to-refusal-to-admit-a-student-for-a-reason-other-than-the-school-being-oversubscribed/.
273. Deputy Willie O'Dea asked the Minister for Education further to Parliamentary Question No. 205 of 10 October 2023, if she will respond to the issues raised by a person who made protected disclosures to her Department but has since not received the improved pension as promised to her by the then Minister for Education in 2018; and if she will make a statement on the matter. [7572/24]
View answerThe Department concluded its investigation into the disclosure made a number of years ago, and corresponded with the discloser at that time to inform them of the outcome. The Department corresponded in writing with the discloser’s solicitor on 5 October 2020 and 25 May 2021, and directly with the discloser on 14 August 2018, 28 January 2019 and 29 September 2021. The Department will re-send these pieces of correspondence to the discloser in the coming days for their records. The correspondence also advised that the Department worked with the school to support the school to address weaknesses identified in inspection reports and highlighted in the disclosure.
In accordance with section 24 of the Education Act, 1998 (as amended by the Education (Amendment) Act, 2012) the board of management of a school is the employer of teachers. Matters of an employment nature must be addressed to the Board of the school in the first instance.
The discloser has been advised on a number of occasions to seek their own legal advice in relation to matters concerning their former employment which impacts on their pension. The Department is not in a position to arbitrarily increase the value of individual pensions. The pension benefits of teachers, as with all pensionable public servants, are governed by legislation and/or circulars and are in accordance with public sector pension policy.
274. Deputy Paul Murphy asked the Minister for Education when an application for emergency works funding dealing with urgent school security (details supplied) will be decided upon. [7577/24]
View answerThe school to which the deputy refers submitted a request for funding under the Emergency Works Scheme (EWS) regarding Life Safety Systems in December 2023. My Department has been engaged in ongoing consultation with the school since this application was received. The EWS team is currently awaiting further information in respect of this application, once this information is received the EWS team will review the information and issue approval, as appropriate. My Department is aware of the urgent nature of the works required and will keep the school informed throughout the process.
275. Deputy Cian O'Callaghan asked the Minister for Education what action is being taken to increase the provision of school places in special education classes in north Dublin; what has been the demand for special education classes in north Dublin; how many pupils have been placed on a waiting list and not received an appropriate place over the past five years, in tabular form; if she will examine the case of a child (details supplied) where increased funding is needed to provide the necessary place; and if she will make a statement on the matter. [7579/24]
View answerEnabling 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 & 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 €113 million 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 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 are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, Kildare, Gorey 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 for opening this current school year.
Of these 71 are in Dublin, 48 at primary 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. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the special educational needs officer (SENO) is in regular contact with the parents of the student and is providing information on available placements and offering guidance.
Planning for special classes and places in Co. Dublin and nationwide is currently underway ahead of the 2024/25 school year.
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.
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 SENOs are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website 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 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.
276. Deputy Martin Browne asked the Minister for Education to outline in detail the precise statistical data used by her Department when planning for future special class placements; the specific data collection process; the date on which the allocations of special classes will be announced in 2024; and if she will make a statement on the matter. [7587/24]
View answerEnabling 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 & 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 €113 million 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.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. 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.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My Department and the NCSE have also undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. There are 314 local school planning areas.
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.
As a result of this forward planning, two new special schools are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, Kildare, Gorey 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 for opening this current school year. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
My department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2024/25 school year and beyond. It is envisioned that the allocations of special classes for the 2024/25 school year will be announced in quarter two.
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.
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 parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website 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 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.
277. Deputy Pádraig O'Sullivan asked the Minister for Education to provide an update on the progression of an application by a school (details supplied) going to tender for a new school; and if she will make a statement on the matter. [7591/24]
View answerThe project to which the Deputy refers is part of a school campus project.
It has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
I am pleased to inform you that the pre-qualification process for the project is underway and once complete and following Departmental approval, KWETB will continue with the tender process for appointing a contractor and onwards to construction in due course.
It is not possible at this time to give a date for its completion, but KWETB will be engaging directly with the school authority to keep it informed of progress in this respect.
278. Deputy Robert Troy asked the Minister for Education the future plans for a school (details supplied). [7595/24]
View answerA new school building for the school referred to by the Deputy began construction in October 2023 on a site in Mullingar. The building project has been devolved for delivery to the National Development Finance Agency (NDFA) who will be engaging directly with the school authorities to keep them informed of progress.
The school will relocate from the current site, which is not in the ownership of the Department of Education, to the new school when construction has been completed.
279. Deputy Pádraig O'Sullivan asked the Minister for Education for an update on the special school proposed for Glanmire; and if she will make a statement on the matter. [7615/24]
View answerA building project to provide a new permanent school building for an existing special school is currently being planned for the site in Glanmire.
The project brief for this school building is currently being developed and my Department will be liaising with the school patron when this process has been completed.
280. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she is aware of the widespread shock and dismay amongst parents and carers, caused by the changes to the allocation of the special education teaching hours; and if she will urgently review this decision. [7622/24]
View answerI want to thank the Deputy for his query in relation to the Special Education Teacher Allocations for mainstream schools which were issued on the 6th February.
There has been a limited change to the method used to allocate Special Education teachers to mainstream classes. The previous Special Education Teacher allocation model was in place since 2017. The Department commenced a review of the model in late 2022 to ensure that it was meeting the changing needs in special education. This review involved consulting with unions, management bodies, and schools to hear what their views were on the strengths and shortcomings of the allocation model.
The allocation model for 2024/25 distributes the total available number of Special education Teacher posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect relative levels of overall needed. It seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources.
The complex needs input, which was introduced in the 2017 model, was predicated on the provision of data from the HSE Children Disability Network Teams on children entering junior infants with special education needs who were assessed or triaged for a waiting list for assessment.
The review highlighted concerns in relation to the veracity and the consistency of the data provided on a national basis by the CDNT.
The Standardised test results identify pupils who are achieving below the average and may require some degree of additional teaching support.
The Educational Teaching needs profile is calculated based on educational outcome data which are collected and held within schools and submitted to the Department of Education. Hence, the profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
These are a consistent and reliable indicator to identify additional learning need, particularly those with the highest level of need.
In the review of the model consideration was given to those students with multiple needs and who may not have undertaken standardised testing and this has been incorporated in the model. Pupils who are marked as exempt (approx. 1% of the population) are included in the calculations to ensure that the school receives an allocation to support them.
To ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs.
Of schools across the country, 67 % of schools have either increased their allocation or retained their previous allocation. Of those schools whose allocation has been decreased, 70 % of these schools have reduced their hours by 5 hours or less.
281. Deputy Aengus Ó Snodaigh asked the Minister for Education what can be done to ensure a child (details supplied) receives a place in an ASD unit. [7629/24]
View answerEnabling 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 & 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 €113 million 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 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 are being established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Enfield, South Kildare, Gorey 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 for opening this current school year.
Of these 71 are in Dublin, 48 at primary 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. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the special educational needs officer (SENO) is in regular contact with the parents of the student and is providing information on available placements and offering guidance.
Planning for special classes and places in Co. Dublin and nationwide is currently underway ahead of the 2024/25 school year.
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 parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website 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 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.
282. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will review Circular 0041/2014 to allow SNAs such as a person (details supplied) who are qualified to teach as substitute teachers and are working part-time or job sharing, to work as substitute teachers and bring them in line with the treatment of teachers under Info Note TC 0017/2021; and if she will make a statement on the matter. [7646/24]
View answerThe arrangements in relation to the Job Sharing Scheme for Special Needs Assistants are set out in my Department's Circular 0041/2014. Under the terms of this scheme, an SNA participating in the Job Sharing Scheme is not permitted to engage in any additional SNA/teaching duties.
As a temporary measure, this restriction was suspended for the 2020/2021 and the 2021/2022 school years.
However, as set out in my Department's circular 28/2022, this temporary measure ceased at the end of the 2021/2022 school year and the normal terms and conditions which apply to the SNA Job Sharing Scheme again applied with effect from the start of the 2022/2023 school year.
It is not currently proposed to make any additional amendments to the terms of the Job Sharing Scheme for SNAs as set out in circular 0041/2014.
