Dáil Éireann Debate, Wednesday - 18 October 2023
148. Deputy Brendan Griffin asked the Minister for Education if current supports in place for a child with Down's syndrome will continue until they are 18 years old (details supplied); and if she will make a statement on the matter. [45506/23]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
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 & 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.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
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 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,126 SNAs will be added to deliver up to 2,700 new places for children with special educational needs.
This will mean there will be close to 20,000 teachers and over 21,000 SNAs working in the area of special education. Together we will have over 40,000 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 including the allocation of SNAs and reviews.
It is my department’s policy, in accordance with the principles of inclusive education, that pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
The department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
The functions of the NCSE include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).
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 special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
In addition, Special Needs Assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
My department also provides funding for assistive technologies for children where they are required. Information on these supports is available also via the local SENO.
Decisions in relation to requests to repeat a year in mainstream schools are a matter for schools at local level and requests can be approved by the principal provided there is an educational basis for it, and it is clear that all parties agree that the pupil would benefit educationally by repeating a class.
Special schools funded by my department are classified as primary national schools and are intended, in accordance with the provisions of rule 64(1) of the Rules for National Schools, to cater for children and young persons with special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my department for an exemption from rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Cert Applied/FETAC 3).
A request for an exemption from rule 64(1) can only be made by a school where:
The student is pursuing a course leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Certificate Applied/FETAC 3)
The student requires one additional year in order to complete their course
Retaining the student in the school for another school year will not prevent a younger pupil being enrolled there and
Plans are in place to transition the student to a post-school setting at the end of the 2023/2024 school year
Special schools are invited each year to make applications to my department for exemptions from rule 64(1) in respect of pupils who meet the above criteria. Where the criteria is met, my department will approve the exemptions.
My department is 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.
