Gareth Scahill (Fine Gael)

The Minister of State, Deputy Moynihan, is very welcome here. I welcome Sinn Féin's motion today as it is a matter that lies at the very heart of society: our commitment to ensuring every child receives the education they deserve. I formally second the Government's amendment to the motion.

Education is not a privilege but a fundamental right enshrined in our Constitution. Under the United Nations Convention on the Rights of Persons with Disabilities, every child must have access to education on an equal basis within their community. As a nation, we must stand firm in upholding this right and ensuring that every child with special educational needs has the appropriate school place. The Government remains steadfast in its commitment to making this a reality and we are taking decisive steps to guarantee that every child, regardless of needs, has access to quality education.

The original motion does not take into account progress made to date. Our actions speak for themselves. The State has significantly increased investment in special education, with funding rising to €2.9 billion, a 48% increase since 2020. This investment has allowed us to enhance support systems, expand resources and, most importantly, provide opportunities for children with special educational needs to thrive.

One of our greatest achievements has been the expansion of our special education workforce. We have increased the number of special education teachers and special needs assistants, ensuring that students receive the individualised attention and support they require. These professionals play a crucial role in fostering an inclusive education environment. We have also implemented strategic initiatives to accelerate the provision of special class places in mainstream schools and special schools. Over the past five years, the number of special classes has doubled and we have established 16 new special schools. Looking ahead, we are working to provide an additional 400 special classes and 300 more special school places in the upcoming school year. The National Council for Special Education has already sanctioned 336 of these new special classes, with significant progress made on establishing five new special schools. Additionally, we recognise that families require guidance and support in navigating the education system. That is why we have expanded staffing at the NCSE to assist parents and caregivers at every stage of their children's educational journey. We have also prioritised engagement between the NCSE, the Department of Education, school patron bodies and management teams to ensure forward planning for special education. These efforts have led to additional special education classes being established in every county at both primary and post-primary level.

Legislative progress has also been made. In 2022, we enacted key legislation to empower the NCSE to direct schools to admit children with special educational needs, ensuring that no child is left behind. As Senator Rabbitte said, we have also launched the D15 task force to enhance forward planning for special education provision and pilot common application systems for special classes, streamlining access for families. Furthermore, we are committed to improving transitional supports for students with special educational needs. The Department of Education has published new guidelines to simplify the transition process and reduce the need for parents to seek updated professional reports when the child moves from primary school to post-primary school.

We are also taking steps to ensure that children receive the therapies they need within the school environment. A new pilot project, in partnership with the HSE, aims to reinstate therapy services on site in special schools. This aligns with our programme for Government commitment to provide an education-led therapy service for special schools.

Investment in professional development remains a priority. We are funding training and upskilling programmes for teachers and SNAs and have requested that the Teaching Council introduce a mandatory assessment placement period in special classes or special school settings for an initial teacher education programme.

In addition, a comprehensive review of the Education for Persons with Special Educational Needs Act 2004 is nearing completion. This review will guide future policy to ensure that legislation reflects the evolving needs of children with disabilities.

As we continue this vital work, we call on the Government to take all necessary steps to ensure that every child with special educational needs has access to the appropriate school place in a timely manner; expand the number of special school places, special classes and special education teaching hours, as required across the country; improve communication with parents to streamline the application process for special school places, reducing the burden and delays; continue to increase investment in special education in order that every child can reach their full potential; support additional schools and students in participating in the summer programme; and ensure the NCSE continues to engage intensively with parents and educational partners to increase capacity and accessibility.

I listened to their story and I welcome Sarah and Darren Hennessy to the Chamber. Where I am from in Roscommon, we are blessed to have a number of school places for individuals and kids with disabilities and learning needs. St. Michael's Special School in Castlerea has recently undergone a major investment, and the teacher-SNA ratio there is one of the best in the country. My kids - I am a parent like other Members of the House - go to a national school in Termon, which 15 years ago was a rural school with 28 students but now has more than 250. The way that investment came was the principal taking on an opportunity and developing the special classes. The opportunity and the abundance of places that are available there at the moment is a credit to them and to our county. I listened to the Hennessys' story, and I hope it is something we will be able to support them with.