Dáil Éireann Debate, Wednesday - 21 February 2024
84. Deputy Catherine Connolly asked the Minister for Education the details of her engagement with a group (details supplied) with regard to its proposal for a new mechanism to allow schools to inform the Department and NCSE of the level of special educational needs in their schools on a yearly basis to allow for more accurate SET and SNA allocations by the NCSE; and if she will make a statement on the matter. [8288/24]
Amharc ar fhreagraI want to thank the Deputy for question raised.
My 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 extensive consultation with our education partners and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
As outlined by my department in the circular accompanying the issue of Special Education Teaching allocations for the 2024/25 school year, the focus for 2024/25 allocations was to create a stabilised and solid foundation as the starting point for a roadmap of continuous development and enhancements of the model over the coming years.
My department, along with stakeholders, are cognisant that the model needs to continue to evolve so that the SET allocations process takes into account new or improved data sources and other changes within the school system.
My department is very much aware that additional data is available in individual schools which may not be available consistently across all schools and a key focus of the roadmap is to develop an accurate and verifiable system to capture such data.
A phased high level plan has been compiled to further enhance the model over the coming years.
My department intends to undertake further detailed consultations with our education partners in the development of future enhancements to the model. The initial focus will be on areas such as:
• Examination of additional potential data sets already available in schools or other areas within the early years settings that could support greater sensitivity in the model.
• Development of a revised process for resourcing new schools and those in early stages of development
• Development of a mechanism for transfer of resources from primary to post primary based on changing demographics
• Examination of geographically isolated schools
• Delivery of a package of training and supports on the use of the continuum and education passports
In the context of an inclusive education, and in recognition of the significant growth in special classes and special schools, further work is required to consider SET and special school/class resources to align with the needs of all children.
It further phases, it is intended that my department, in consultation with education partners, will examine an ongoing continuous improvement process that can give schools more input into identifying the need in their school in the most efficient way possible.
