Dáil Éireann Debate, Tuesday - 29 July 2025
1226. Deputy Ruairí Ó Murchú asked the Minister for Education and Youth the plans to update the educational system at primary and secondary level to cater for students with mild learning disabilities; and if she will make a statement on the matter. [43432/25]
View answerEnabling children with special educational needs to receive an appropriate education is a priority for this government. It is also a key priority for me, 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 class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible. 15,000 special education teachers and 12,500 special needs assistants (SNA) have been provided to enable schools to provide additional learning supports to students with a special educational need in mainstream classes.
I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year to teachers to attend post-graduate special education needs programmes. The NCSE also offer dedicated professional learning opportunities for teachers supporting students with additional needs.
It is important to me and this Government that we build on the initiatives recently introduced to ensure that no matter where a child is enrolled, they have access to the required supports to enable them to achieve their educational goals. An example of this is the Educational Therapy Support Service (ETSS) which sees 39 occupational and speech and language therapy posts embedded within the NCSE. The service is designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of all students.
It’s important to note, that as we look at the profile of our existing special schools, it is not the intention to exclude children who require a special school place from accessing certain special school settings, but rather allow children with complex educational needs apply to their local special school.
This is not a new departure. The NCSE report that over half of mild general learning disability (MGLD) special schools have diversified to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. I wish to thank schools who have worked with us to broaden their designation and my department will continue to support schools in this endeavour so that more special schools can better support children with complex needs in their local community.
It is noted that many of the children enrolling in mild general learning disability special school do so around the transition point from primary to post-primary. The new senior cycle level 1 and level 2 programmes offers a new curriculum pathway for students with special educational needs at post-primary level now also.
I wish to assure the Deputy that 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.
