Wednesday, 14 Feb 2024

Written Answers Nos. 144-163

School Transport

Ceisteanna (144)

John McGuinness

Ceist:

144. Deputy John McGuinness asked the Minister for Education if school transport will be provided immediately for a person (details supplied). [6779/24]

Freagraí scríofa

Minister for Education

The 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.

The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO).

School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.

School Transport Section confirms receipt of this pupils application on 24th January 2024. The application is currently being assessed by Bus Éireann and the family of the child referred to by the Deputy will be contacted directly when reviewed.

Departmental Properties

Ceisteanna (145)

David Stanton

Ceist:

145. Deputy David Stanton asked the Minister for Education the amount of unused land in the ownership of her Department at a location (details supplied); if she will consider using the lands as a playing facility for the students; and if she will make a statement on the matter. [6782/24]

Freagraí scríofa

Minister for Education

The Letter of Acceptance (LOA) for the school campus building project referred to by the Deputy issued to the preferred tenderer on the 31st May 2022 commencing the building contract.

The campus was completed in Q4 2023 and delivered a new 1,000 pupil post-primary school and two 24 classroom primary schools and accommodation, including 14 classrooms across the three projects, for children with special education needs. The campus project also delivered 3 GP areas, a PE Hall in the post-primary school and 13 ball courts in total.

The lands to the south of the site have been designated as a flood retention area as required under the campus flood mitigation design. These lands are designed to retain overflow flood waters during periods of heavy rainfall and therefore are unsuitable for development.

Special Educational Needs

Ceisteanna (146)

Holly Cairns

Ceist:

146. Deputy Holly Cairns asked the Minister for Education the rationale for the removal of complex needs as a factor for the allocation of special education teaching hours; if she is aware that many children with complex needs do not sit standardised tests, and so are not represented in the results of standardised literacy and numeracy test scores in a school; if she will consider reinstating complex needs as a factor for allocating SET hours; and if she will make a statement on the matter. [6826/24]

Freagraí scríofa

Minister of State at the Department of Education

I would like to thank the Deputy for the question.

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.

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.

As the SET allocation model has been in place since 2017 based on a 2014 NCSE report, my Department believed a review of the model was prudent. The department commenced a review in late 2022 to ensure that the model was meeting the changing needs in special education.

The review examined the following:

• The individual inputs (components) of the model

• The validity and reliability of the data used for each component

• Feedback from our education partners and individual schools

The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools.

A high level roadmap has been discussed and agreed with our education partners during a series of consultations to enhance the inputs and improve the sensitivity of the model.

The journey of enhancement begins with the 2024/25 allocation by ensuring that the model has a strong foundation.

The key to building a solid foundation is ensuring that the data, for each pillar within the model, is already available to the department and provided by schools. Where data used in the model is received from external sources, it is critical that the information is being received on a consistent basis.

Upon examination of each of the five components used in the model, concerns were identified in relation to two of them, namely gender and complex needs.

Gender was included as a component in the 2017 allocation model on the basis that in Ireland, just as in other jurisdictions, there appeared to be a higher incidence of special educational needs in males.

However, in the intervening period since the model was introduced, there have been developments in research in this area and also in the perception of gender. It is now accepted that the female pupils may have a similar level of need and that this need is becoming apparent at later stages in their growth and development.

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. This resulted in the potential for significant variations from one area of the country to another. In addition, it is not possible to verify whether all data reported relates solely to educational need as distinct from care needs, which are resourced through the Special Needs Assistant allocation process, or medical needs.

To ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school and future data from the CDNT will not be used as a value in the model. This is being done by reapportioning this value at individual school level across the remaining pillars with an emphasis on the Literacy and Numeracy category which demonstrates where additional teaching supports are required. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs.

At primary, the Educational Teaching needs profile is calculated based on educational outcome (STen) data which are collected and held within schools and submitted to the Department of Education. At post primary, the data used is Junior Cycle results. Hence, the profiles are directly correlated to, and focused on, pupils with the greatest level of teaching need in the areas of literacy and numeracy.

In addition, to ensure children with the greatest level of need are addressed by the model all pupils who are marked as exempt (approx. 1% of the population) are included as STen 1 to ensure that the school receives an allocation to support them. STen 1 & 2 scores (including exempted) would align in general to pupils in our education system who are in need of the greatest level of teaching support.

In addition, over the last number of years we have seen significant growth in special classes from 548 in 2011 to 2,921 in 2024, with 390 opened in the past year alone. We have also opened new special schools with 130 special schools nationwide with an enrolment of over 8,700 students. A significant number of pupils who were previously supported in mainstream are now supported in these settings.

These elements of the continuum of education provision are resourced separately to the SET model.

My department is committed to ongoing engagement with our education partners in relation to future developments and enhancements to the SET model.

The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teachers and schools who have any concerns can engage with the NCSE on their allocation.

Special Educational Needs

Ceisteanna (147)

Holly Cairns

Ceist:

147. Deputy Holly Cairns asked the Minister for Education the reason there are no grounds for appeal for schools with students with additional needs under the new model for allocating special education teaching hours; what avenues schools with pupils who are not receiving the educational supports they are entitled to can take in order to address these issues; and if she will consider reinstating a comprehensive appeals process for SET hours. [6827/24]

Freagraí scríofa

Minister of State at the Department of Education

I would like to thank the Deputy for the question.

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.

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. 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.

I would be the first to acknowledge that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when we seek to make allocations in respect of 4,000 schools. It is for this reason that we have also streamlined the review process for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.

The Department is cognisant that it is possible that unique circumstances may present in a school which could require an urgent review. In such circumstances, the school may apply for this process through the NCSE. Reviews will be conducted by the NCSE, between March and May each year, to better enable schools to plan for the following September.

Appendix 1 of Circular 002/2024 & 003/2024 clarifies what constitutes unique circumstances and provides further information on the SET Review process.

Application forms for schools to apply for a SET Review will be available on the NCSE website from the week commencing the 19th February 2024.The NCSE will begin accepting applications for SET Reviews on the 1st March 2024 with a closing date for applications of SET Reviews on the 22nd March. Schools must submit their completed application forms through the online portal on the NCSE website.

Special Educational Needs

Ceisteanna (148)

Holly Cairns

Ceist:

148. Deputy Holly Cairns asked the Minister for Education the number of schools which have been allocated SET hours; and the number of schools which appealed their allocation; by county, from 2020 to date, in tabular form. [6828/24]

Freagraí scríofa

Minister of State at the Department of Education

I would like to thank the Deputy for the question.

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.

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 allocation model deals with mainstream schools only and there are separate allocation model for Special classes and Special Schools.

I would like to confirm to the Deputy that all mainstream school have received a Special Education Teacher Allocation and this amounts to 3,811 schools.

As the appeals process in 2022 was managed by the NCSE, we are forwarding your query for their direct reply.

Special Educational Needs

Ceisteanna (149, 150)

Duncan Smith

Ceist:

149. Deputy Duncan Smith asked the Minister for Education if she will review Circular 0011/2024, the Circular to the Management Authorities of Primary Schools, as schools (details supplied) are currently set to experience a reduction in their SET allocation; and if she will make a statement on the matter. [6831/24]

Duncan Smith

Ceist:

150. Deputy Duncan Smith asked the Minister for Education to ensure that (details supplied) will not experience a reduction in their SET allocation; and if she will make a statement on the matter. [6832/24]

Freagraí scríofa

Minister of State at the Department of Education

I propose to take Questions Nos. 149 and 150 together.

I would like to thank the Deputy for the questions.

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.

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. 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.

I would be the first to acknowledge that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when we seek to make allocations in respect of 4,000 schools. It is for this reason that we have also streamlined the review process for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.

The Department is cognisant that it is possible that unique circumstances may present in a school which could require an urgent review. In such circumstances, the school may apply for this process through the NCSE. Reviews will be conducted by the NCSE, between March and May each year, to better enable schools to plan for the following September.

Appendix 1 of Circular 002/2024 & 003/2024 clarifies what constitutes unique circumstances and provides further information on the SET Review process.

Application forms for schools to apply for a SET Review will be available on the NCSE website from the week commencing the 19th February 2024.The NCSE will begin accepting applications for SET Reviews on the 1st March 2024 with a closing date for applications of SET Reviews on the 22nd March. Schools must submit their completed application forms through the online portal on the NCSE website.

Question No. 150 answered with Question No. 149.

Special Educational Needs

Ceisteanna (151)

Gary Gannon

Ceist:

151. Deputy Gary Gannon asked the Minister for Education if there is a role for her Department in providing devices (details supplied) pursuant to Circular 0010/2013. [6835/24]

Freagraí scríofa

Minister of State at the Department of Education

Under 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.

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. An additional €2 million funding was secured in Budget 2023 for the Assistive Technology scheme. This represents an increase of almost 60% on funding allocated previously to this essential support. This increased allocation supports my Department’s commitment to ensure that a full range of resources, not just teachers and SNAs, are available to support children who most need it.

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. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum. 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).

All schools have the contact details of their local SENO and parents are encouraged to discuss their children's needs with the SENO directly whose contact details are available at: www.ncse.ie/seno-contact-information

Special Educational Needs

Ceisteanna (152)

Gary Gannon

Ceist:

152. Deputy Gary Gannon asked the Minister for Education whether, if a child is in receipt of assistive technology, this technology typically stays with the school; the procedure required for reapplication for such devices where the device does not follow the individual to the next setting, i.e., secondary school or new school; if parents have to provide a new professional report; if individuals automatically qualify and, if so, what this will look like in practice; and if a device does not follow a student, how long on average a student is waiting. [6836/24]

Freagraí scríofa

Minister of State at the Department of Education

Under 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 is vital that all learners have the opportunity to reach their potential, with digital technologies providing the means to overcome traditional barriers to learning, and to support inclusion across education.

The National Council for Special Education (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.

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. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs.

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.

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.

Although equipment is sanctioned under the Assistive Technology Grant Scheme for use by particular students, it is the property of the school and the school’s management authority is responsible for maintenance, repair, and insurance of the equipment. Where the school has no further requirement for the equipment or where a pupil transfers to a different school, the SENO will review on a case by case basis and may allocate it to another school in the interests of meeting needs to the greatest extent possible. This is done at a local level before a decision is made in relation to whether the equipment should be transferred to a different school.

On enrolment in a different school, it is open to that school to apply for assistive technology for the pupil where it is clear that the existing I.T. equipment in the school is insufficient to meet the child's needs.

All schools have the contact details of their local SENO. Parents are also encouraged to discuss their children's needs with the SENO whose contact details can be accessed at: ncse.ie/regional-services-contact-list.

Special Educational Needs

Ceisteanna (153)

Pearse Doherty

Ceist:

153. Deputy Pearse Doherty asked the Minister for Education if a school (details supplied) in County Donegal will be granted an ASD unit on its premises; if she is aware of the importance of this matter given that the closest school with an ASD room will no longer have spaces in September; and if she will make a statement on the matter. [6841/24]

Freagraí scríofa

Minister of State at the Department of Education

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.

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 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 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 18 are in Donegal, 11 at primary and 7 at post-primary level. This brings to 115 the number of special classes in County Donegal, 68 at primary level and 47 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.

Planning for special classes and places in Donegal and nationwide is currently underway ahead of the 2024/25 school year. Budget 2024 has provided funding for additional teaching and SNA staff to support up to a further 400 new special classes to be sanctioned and it is expected that details of new classes sanctioned will be confirmed by the NCSE on an ongoing basis over the coming period.

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

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.

Special Educational Needs

Ceisteanna (154, 155, 156, 157, 158)

Duncan Smith

Ceist:

154. Deputy Duncan Smith asked the Minister for Education how many schools in Swords provide ASD units; and if she will make a statement on the matter. [6854/24]

Duncan Smith

Ceist:

155. Deputy Duncan Smith asked the Minister for Education how many schools in Portmarnock provide ASD units; and if she will make a statement on the matter. [6855/24]

Duncan Smith

Ceist:

156. Deputy Duncan Smith asked the Minister for Education how many schools in Malahide provide ASD units; and if she will make a statement on the matter. [6856/24]

Duncan Smith

Ceist:

157. Deputy Duncan Smith asked the Minister for Education how many schools in Donabate/Portrane provide ASD units; and if she will make a statement on the matter. [6857/24]

Duncan Smith

Ceist:

158. Deputy Duncan Smith asked the Minister for Education how many schools in Kinsealy provide ASD units; and if she will make a statement on the matter. [6858/24]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 154 to 158, inclusive, together.

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.

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 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 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 level and 23 at post-primary level. This brings to 534 the number of special classes in Co. Dublin, 408 at primary level and 126 at post-primary level. The vast majority of these class are autism classes and have a teacher/student ratio of 1:6.

Attached is a document listing the autism classes at both primary and post-primary level within the local school planning areas of Donabate, Swords, Portmarnock and Malahide for the 2023/24 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. 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 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.

Primary

Post-Primary

Question No. 155 answered with Question No. 154.

Question No. 156 answered with Question No. 154.

Question No. 157 answered with Question No. 154.

Question No. 158 answered with Question No. 154.

Special Educational Needs

Ceisteanna (159, 160, 161, 162, 163)

Duncan Smith

Ceist:

159. Deputy Duncan Smith asked the Minister for Education how long waiting lists are for ASD units in Swords; and if she will make a statement on the matter. [6859/24]

Duncan Smith

Ceist:

160. Deputy Duncan Smith asked the Minister for Education how long waiting lists are for ASD units in Portmarnock; and if she will make a statement on the matter. [6860/24]

Duncan Smith

Ceist:

161. Deputy Duncan Smith asked the Minister for Education how long waiting lists are for ASD units in Malahide; and if she will make a statement on the matter. [6861/24]

Duncan Smith

Ceist:

162. Deputy Duncan Smith asked the Minister for Education how long waiting lists are for ASD units in Donabate/Portrane; and if she will make a statement on the matter. [6862/24]

Duncan Smith

Ceist:

163. Deputy Duncan Smith asked the Minister for Education how long waiting lists are for ASD units in Kinsealy; and if she will make a statement on the matter. [6863/24]

Freagraí scríofa

Minister of State at the Department of Education

I propose to take Questions Nos. 159 to 163, inclusive, together.

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.

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.

My department has no role in relation to processing applications for enrolment to schools and it does not maintain details of the waiting lists of schools. Therefore, the information requested by the Deputy is not available.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.

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

The NCSE continue to engage with schools directly in relation to opening further new special classes in locations where they are needed. Almost 1,300 new special classes have been sanctioned by the NCSE over the last 4 years. Budget 2024 has provided funding for additional teaching and SNA staff to support the establishment of up to 400 further special classes for the coming 2024/2025 school year.

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 ensuring that sufficient special education placements will be available for children for this school year and future years.

Question No. 160 answered with Question No. 159.

Question No. 161 answered with Question No. 159.

Question No. 162 answered with Question No. 159.

Question No. 163 answered with Question No. 159.