Violet-Anne Wynne (Clare, Independent)
Link to this: Individually | In context | Oireachtas source

60. To ask the Minister for Education and Skills her views on the recent findings from the Ombudsman of Children where 40% of complaints received are in respect of supports in the education setting for children with additional needs; and if she will make a statement on the matter. [23855/24]

Hildegarde Naughton (Galway West, Fine Gael)
Link to this: Individually | In context | Oireachtas source

As Minister for Special Education and Inclusion, I am grateful to the Ombudsman for bringing the range of issues identified in the report to our attention.

I note the Report states education is the most complained about issue to the OCO, with complaints about access to school places, bullying, school transport, the State Exams Commission and access to complaint procedures in schools.

However, I would like to assure the Deputy, enabling 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).

For 2024, €2.7 billion is being spent on special education, an increase of €113 million over 2023, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.

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 these children.

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 engages 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.

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.

A range of supports designed to support children with special educational needs is available, including;

• The school transport scheme for children with special education needs which provides free school transport to eligible children and can include the provision of additional transport assistance such as escorts or the provision of specific or individual transport arrangements.
• The assistive technology scheme where funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
• Support to children who are deaf, hard of hearing or blind or visually impaired, is provided through the visiting teaching service under the NCSE.
• The Home tuition scheme.
• An expanded Summer Programme which allows pupils with the most complex special educational access to a school-based programme during the summer months.

• The NCSE provides supports to teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level.
• Oide, the teacher professional development service works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
• 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.