Dáil Éireann Debate, Wednesday - 24 April 2024
57. Deputy Peadar Tóibín asked the Minister for Education the number of special education teachers within the education system for each of the past five years; and the number of National Educational Psychology Services staff that exist for each of the past five years. [18164/24]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority 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.
The following table outlines the number of special educational teachers in mainstream classes since 2020.
|
Year |
No of special education teachers (Mainstream classes only) |
|
2020 |
13,529 |
|
2021 |
13,620 |
|
2022 |
13,765 |
|
2023 |
14,385 |
|
2024 |
14,590 |
Additional teaching staff are also allocated to special classes and special schools.
There are currently 232 psychologists employed in the National Educational Psychological Service (NEPS) which is equal to 225 whole time equivalents. This has risen from 201 whole time equivalents in 2020.
The Public Appointments Service (PAS) commenced a recruitment campaign for educational psychologists at the end of 2023 and interviews have since taken place. My department is actively engaging with the PAS to maximise the numbers of psychologists being recruited.
In 2024, €2.7 billion is being spent on special education, an increase of €113 million. This is dedicated to providing supports for 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 NEPS.
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.
