Michael Moynihan
Cork North-West · Fianna Fáil · Ireland
“I cannot emphasise enough the respect that the Minister, Deputy Naughton, and I have for special needs assistants and the contribution they make to education. In March, we met the SNAs to have further engagement and consultation with them and to understand their roles.”
“We are very conscious of the issue. A huge number of groups that I have met over the past while, particularly on the dyslexia side, have all been discussing assistive technologies. That is also the case for children who are non-communicative and non-verbal. Assistive technologies are extremely important for them.”
“By way of background, 85% of the applications processed for assistive technology between January and June have been approved. We are always conscious of those who fall outside the scheme.”
“The approximate cost to the State per mainstream pupil is currently €1,400 annually, while the cost to the family is €100 per pupil. The total cost of the school transport system in 2025 was €537 million, equating to almost €3 million being spent on the provision of school transport per day.”
“I thank the Deputy. We are looking at ways to ensure that if there is a ticket issued, it will be used. Anecdotally, the Deputy and other colleagues tell us about school routes the length and breadth of the country that have spare capacity but, when we look at the system, all of the tickets on that particular school route are occupied and…”
“Under the current scheme, schools receive funding towards computers and specialised equipment required for educational purposes. To qualify, a student must have a diagnosis of a physical or commutative disability and a professional assessment confirming the equipment is essential to access the curriculum.”
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“I thank the Deputy for raising this question. I was in Kerry and visited a number of the special schools there in recent weeks. I visited Nano Nagle Special School in Listowel, St. Francis Special School in Beaufort and St. Ita's and St. Joseph's Primary and Post-Primary Special School in Tralee. These were very insightful visits and showed the tremendous work being done by principals, teachers, SNAs, boards of management and the wider school communities in each area. Each of the schools demonstrated superb leadership in how they can support and deliver for children with additional needs. There was such a positive supportive environment in each of the schools and I want to put on record my appreciation for the work all of these schools are doing, which was clearly evident on our visit.”
“There is absolutely no policy change in relation to SNAs. We have more SNAs working in the education system and more budgeted for the 2025-26 school year. I take this opportunity of acknowledging the enormous work the SNAs do in the entire school communities. The work they do in special education, the dedication they put into it and the connection they have with the children and families is second to none. We should acknowledge the great work the SNAs do. We are committed to having more SNAs working within the education system because this means we will have a more inclusive society and support in the classroom for children who need it, right through the school year, not just in primary but right through the school cycle.”
“It is important we take note that the deadline was 1 February this year and our intention is to have that deadline earlier in the school cycle so there would be certainty for families earlier in the school year.”
“I thank the Deputy for the supplementary questions. I met a number of parents and have met with them over many years in respect of special educational needs. I know the stress they are under. I cannot overstate how hard the Minister, Deputy McEntee, and I have worked over recent weeks to ensure we would have a place for every child in September. We are working extremely hard with the NCSE and the Department of Education officials to ensure all of the 400 special classes are opened by September. We are a number of months ahead of where we were this time last year because of the work that has been put in. I believe the NCSE has created sufficient capacity for children who need special classes in September.”
“This deadline was extended to mid-February due to the inclement weather at the start of February. The NCSE received 3,275 verified notifications by mid-February. I want to thank all of the parents who notified the NCSE. Through the 2,700 new places being created and the more than 1,200 places in existing special classes and schools, there are close to 4,000 places available for the coming school year.”
“Working groups are also progressing the establishment of five new special schools and capacity is being increased in a number of existing special schools, particularly in Cork and Dublin. On top of this, there will be well in excess of 1,200 places available through the normal annual movement of students progressing and graduating. There also remains special classes with vacant places in some areas of the country. A number of new measures to support the forward planning of special education provision was set out in Circular 0080/2024. These included new measures to address a challenge of the NCSE not knowing about some of the children seeking specialist placements previously. Parents of children with special educational needs seeking specialist placements were asked to notify the NCSE by 1 February.”
“I thank the Deputy for the question. This Government is fully committed to supporting children with special educational needs to fulfil their full potential, and the programme for Government makes a number of commitments to deliver on this objective. Up to an additional 2,700 specialist places, made up of 400 new special classes for, on average, six children each, and 300 special school places will be provided for the coming 2025-26 school year. The NCSE has sanctioned more than 375 new special classes to date, and I think the figure could be up to 390. It is engaging intensely with schools and patron bodies to confirm additional classes as soon as possible.”
“The school is in our national history. I live many miles from the school but we still know about it because it has been spoken about in many roles. It is important that we get this right. Communication with the Department and all the relevant bodies is very important to bring everybody on board. After this Commencement matter debate, I will endeavour to get the information to the Senator and to see if we can get direct engagement from the Department too.”
“I will take the questions the Senator has posed back to the Department. It is greatly important. This is a major change in direction for Synge Street CBS. It is all-encompassing because there are the teachers who have been there for many years and done great work. This is a major new departure for them. What we will need will be clear guidance. Obviously, with this starting in September 2026, the Senator is quite right that it will be just the first year of school for those students. We must ensure they understand that this is their school for the next six years, right through until they do their leaving certificate. I will take back the points raised by the Senator. As regards a meeting, I will endeavour to see if we can get that organised. Communication is very important in this major development for Synge Street CBS.”
“In relation to the intake policy for the school, this is a matter for the patrons of the school, which is the Edmund Rice Schools Trust, to agree in conjunction with other relevant parties. The Department is aware of the need to provide an immersion educational experience for the students in the new Gaelcholáiste. It is recognised that this may be challenging as the school transitions from an English-medium school to an Irish-medium setting. However, the Department is committed to working with the school, the relevant staff, the bodies, the patrons and all concerned. As regards the issues raised by the Senator, she asked me five specific questions. I will get clear answers to these questions from the Department and respond directly to her, if that is okay.”
“Staff from Chomhairle um Oideachas Gaeltachta and Gaelscolaíochta, COGG, and Oide, the Department of Education-funded teacher professional learning service, also met the staff and outlined the professional learning opportunities available to staff to support them in teaching through the medium of Irish, including with language competency, and both agencies will be available to provide support to staff who are interested in remaining in the school and teaching through Irish. These supports for staff will continue as the project moves forward. With respect to board representation, the existing board of management for Synge Street CBS will remain in place for the duration of its term in accordance with the articles of management of the school.”
“There has been a growing need for a Gaelcholáiste in the south of Dublin city to serve the five Gaelscoileanna in the area, one of which is Bunscoil Synge Street, which is located beside Synge Street CBS and transitioned from an English-medium school to a Gaelscoil in recent years. The first phase of this transition will involve the first year intake only. Provision is also being made for students currently learning through English to enable them to complete their academic journey through the school. In respect of staff engagements, staff from the Department of Education visited the school recently and met teaching staff and others to discuss their career opportunities and the best options as the school transitions to a Gaelcholáiste on a phased basis.”
“I thank the Senator for her question. While I might be able to bluff my way through with some Irish, it is of great embarrassment to me that I am unable to respond to the Senator in Irish. Tá brón orm. I have an official statement from the Department. I will refer to the Senator's questions at the end of my contribution. The Department is fully supportive and remains committed to the establishment of the Gaelcholáiste in the south of Dublin city. The Department is currently working with the Edmund Rice Schools Trust as patron of Synge Street CBS and the school management to ensure there is continued and clear engagement on a successful transition of Synge Street CBS from an all-boys English-medium school to a coeducational Gaelcholáiste on a phased basis from September 2026.”
“This matter is hugely important to me and, as Members said, to the parents and children involved. We must work desperately hard to obtain solutions. The Department’s technical team is in contact with the school authorities. The team visited the school last week and will remain in contact with the management of the school. I thank the Deputies again for raising this issue.”
“The Department has a technical team which has come back to us to say there would be 20% less accommodation if the special school was accommodated in the new building rather than the modular buildings. I will reflect on what the Deputies have said and go back to the Department. The special school in Belmayne is a hugely important building block in the context of providing accommodation for children with additional and profound needs who live in north Dublin. It is important that it be put in place as soon as possible. I will reflect on what the Deputies said and will report back to them at a later date. There may be a collective meeting on the matter when I have a further update. I will certainly come back to them via email or by means of a meeting, if necessary. I am sincere about what we are trying to do.”
“I thank the Deputies for their responses and for their sincerity. The written reply was circulated to them, so I will not waste the time of the Dáil by reading it into the record. The position is obvious. The Department is continuing to liaise with the school authorities to find a solution. I take the point that a permanent site is the solution and that the prefabs should not be seen as a long-term solution; they are for the short term. If we are true to our word about making sure that we have special classes and special schools right across Dublin and the country, then this must be a priority. It is a priority for me and for the Government to identify and obtain suitable sites and build special schools rather than just depending on the use of existing structures. I noted a number of the points the Deputies made.”
“Belmayne Educate Together Secondary School is naturally disappointed with the requirement to it retain the modular accommodation on site, but the Department is working closely with the school patron to support the optimised use of the remaining external area and the significant internal accommodation facilities at the school. Belmayne Educate Together Secondary School has offered the use of part of the new school building. However, this proposal would provide about 20% less usable space for the special school than would be the case with the modular accommodation. There would also be significant technical issues involved with repurposing it to meet the needs of the special school. Furthermore, it would impact on the requirement for significant growth in mainstream enrolments at the school into the future.”
“The impact of utilising modular accommodation for a new special school means that some of the external play area of Belmayne Educate Together Secondary School cannot be delivered immediately as intended as part of the new school development, as modular accommodation occupies this area currently. There is a requirement for a significant increase in the mainstream and special class enrolments in Belmayne Educate Together Secondary School in 2025-26 and in future years. The school will also be required to substantially grow enrolments over the coming years to meet the pressing requirements for special school places. This reflects the importance of using modular accommodation for a special school to maximise the available special classes and mainstream places.”
“The Department has proposed to locate the school in the existing modular accommodation on the Department's own site at Belmayne, which accommodates Belmayne Educate Together Secondary School. This is an interim arrangement for the new special school and the Department is working towards a long-term solution, including the exploration of the potential local sites options. Phase 2 of the school building for the Belmayne Educate Together school is due to be completed shortly and will provide a full range of modern school accommodation for 1,000 students and at least four special classes.”
“Funding has also been secured for targeted measures to help children with special educational needs when planning and transitioning to and from the various levels of education system. This has been provided for supporting teachers and special needs assistance in their enhanced training requirements. In respect of the issue raised, Belmayne Community Special School is one of five new special schools due to be opened in the 2025-26 school year to meet the demand for additional school places in the north Dublin area. The urgency associated with establishing this new school means that existing accommodation must be utilised. This will then allow the school to be opened as quickly as possible. Belmayne Community Special School has been established under the patronage of Dublin and Dún Laoghaire Education and Training Board, ETB.”
“More than 3,330 special classes have been sanctioned by the NCSE and 408 of these are for the current school year. This includes 289 at primary level and 119 at post-primary level. Of 124 special schools nationwide, four schools are new for this year and further capacity has been expanded in 11 others. There have been five more schools established in 2025-26 in counties Cork, Dublin, Monaghan and Tipperary. There are two schools in Dublin. The new special schools are a key priority for the Department. This will bring to 16 the number of new special schools opened in recent years. In addition, budget 2025 provides for a dedicated special education innovation fund in recognition of the need to continually evolve and examine best practice to fund children with special educational needs.”
“I thank the Deputies for raising this hugely important issue. I will outline what we are doing before I go into the substantive issue. The Department and the National Council for Special Education, NCSE, continue to support children with special educational needs. I want to stress that enabling students with additional needs to receive an education appropriate to their needs is an ongoing priority for me and the Government. The number of classes, special education teachers and needs assistants are at an unprecedented level. In 2025, the Department will spend more than €2.9 billion on special education. More than one quarter of the entire education budget has been dedicated to special education in recent years. The main supports this fund provides are the new special places, special education teachers and SNA posts.”
“I want to work with each and every one of the Members so that we can make the system better for the children, their parents, their carers and their communities.”
“We also have to stop the practice of having school places for special schools at the end of a complex. It needs to be out front. We need to be proud and bold, show that people who are attending special schools are a hugely important part of our society, and embrace and welcome them. In some schools in the centres of towns and villages, the interaction between the mainstream schools, be they second level or primary schools, and the special schools or classes makes for a better society. Similarly, when the pupils are travelling through the town or village, it is all-encompassing and it is a welcome development. I thank Sinn Féin for the motion. I am deeply committed to special education. I thank all colleagues in the Seanad for their contributions. I know they are genuine and heartfelt.”
“We are going to continue to do so. I firmly believe that we have a huge volume of work to do. The figures and information coming towards the Department and the NCSE will mean that we will have to open more classes, in primary schools and in second level education. While I compliment and thank all the school authorities that have been to the fore in embracing this development, there are also schools that need to do more in embracing special education. Some of the schools, when they have a special class, the engagement means their school community has blossomed because of that special class. Kids within the mainstream classes and the special class have come together. As well as that, we have to deal with the existing infrastructure and build on it. We have to make sure we have places for children earlier in the school cycle.”
“Senator Flaherty mentioned going from Leitrim to Longford. Children have to have special schools within their own communities as well. Over 50% of school transport money is being spent on special education. I believe it would be better spent if we had more schools within local communities rather than expecting children to leave home on a bus at 7 or 8 o'clock in the morning and not be back until 5 or 6 o’clock in the evening. That would be challenging for a neurotypical child, not to mention a child with additional needs. That was mentioned in respect of Limerick and Clare as well during the debate. It is important that we have forward planning in that regard. We have done a huge amount of work. I commend the Minister, Deputy McEntee, on the way we have worked together on this issue over the past six or seven weeks.”
“I remember that when I was chair of the education committee over 20 years ago, they were talking about mainstreaming education. There is a very important place for the special schools and we have to look at the challenges that are being faced right across the country. Members mentioned issues in Leitrim, Cork and Dublin and right across the country in respect of special schools. We have to acknowledge that 97% of all children attending school today, including the majority of children who have additional needs, are within mainstream settings. Nevertheless, if you visit a special school, you see the complexity of the needs of the children, both medical and behavioural. There are significant complexities there. Reference was made to transport costs for special schools in specific locations.”
“The job of the SENO is to liaise with the families, to have the information collated and make sure we are playing a very positive role in supporting families and schools at their local level. I am happy to work with all Senators who have specific queries about individual children or specific schools in respect of special education. The Department of Education and the NCSE will be happy to provide updates on any particular queries. While we have a lot to do, over recent years a lot has been achieved. Between 2020 and the end of this year, the number of special classes in schools will have grown significantly, from just over 1,800 to 3,700. At the same time, 16 special schools will have been established. It is important that all these special schools are opened. We did not open special schools for many years because we were mainstreaming.”
“I remember meeting a number of parents and the anguish - it is always a joyous day when the school is finishing for the summer - of them not knowing where their children will go. That is no longer acceptable. We have to be in earlier. If a child is going through a special class in a primary school for eight years, that information is clearly available to the Department. We must make sure that we are talking to the families and to the school authorities earlier in the year. That information does not just become available in January or February of the year they are leaving school. It is available for eight years and we know that is going to be the situation. To that end, last year in the budget, special educational needs organisers were increased from 65 to 120. That is a crucial role. The more SENOs we have in the field, the better.”
“The common application system is being trialled this year and, I am sure, will help relieve some of the administrative burden by allowing parents to submit one application to many schools but may also provide other opportunities as it evolves. I am not going to say there are not other complexities when seeking a special educational placement but the simple fact of the matter is that children should not be in a position of only being told in June where they will go to school the following September. Like the Senators in their communities, I have met families in the last week of June when their children are leaving primary school but they still do not know where their children will be going in the first week of September. As a public representative, you feel a sense of not doing enough for those families because of the need that is there.”
“It is important that this information be collated - of course, there are the public health nurses in the system - and put together in a timely fashion so that the Department of Education, in forward planning, has the information that is available so that we can have places available earlier to relieve pressure on families. It is not only the parents, but the wider families as well that have huge concerns. I refer to grandparents, uncles, aunts, etc. Their main wish is to do the very best for children who have additional needs and they are constantly looking for how can they get better services for them.”
“Families and children are coming forward and we are trying to work to make sure that they have places in a timely fashion. We are facing 1 April shortly and we still have a number of places to be sanctioned and a number of children to ensure that they have places. We will also look at the information that is available from within the State services, for example, from within the AIM programme, which supports children with additional needs in preschool, and from the Department of Social Protection in terms of domiciliary care.”
“It is also important to mention that, although many barriers remain in getting those classes open, I am not opposed to using the legislative levers at our disposal if needed and we are getting close to the point that we will have to trigger the legislative proposal to get the final classes in place. Like all of the Senators as public representatives, I meet parents on a daily basis and I know full well the stress and anxiety on them. I meet them at their kitchen tables, I meet them in my constituency clinics and I meet them in daily life as well. This year, we saw an emphasis placed on notifying the National Council for Special Education earlier, that being, 1 February. It is important that we be earlier in the school cycle and pull back to September-October time for the following year.”
“That is something that I take extremely seriously in the role that I have been given. The number of special needs classes available in our schools has doubled over the past five years to over 3,300. We have established 11 new special schools and five new special schools will open in the coming year. Over the past number of weeks, we have sanctioned 336 of the 400 special classes provided for in the coming school year. There is extensive work ongoing in the Department of Education and the NCSE to confirm the remaining classes over the next while. I am sure Senators will appreciate that engagement between schools and the National Council for Special Education and the Department is key to this and the ideal situation is to progress these classes through co-operation and goodwill.”
“I, as Minister of State with responsibility for special education, along with the Minister, Deputy McEntee, meet the National Council for Special Education, the chair of the board and senior Department officials to track the progress being made on providing new special classes and special school places. We have met on a weekly basis since my appointment a number of weeks ago. I assure all Senators here, and more importantly the parents and families involved, that the work is getting the utmost attention from me as Minister of State within the Department of Education. If I reflect back on the role in the previous Dáil and, indeed, over the time that I have been a public representative, the job we are charged with is to make the lives of people with disabilities, their families, their communities and their carers better.”
“While most of our children and young people with special educational needs are supported by their class teachers, special education teachers and SNAs, we must acknowledge the enormous role that special needs assistants have played in improving and creating an atmosphere right across the school system over the years. Since their introduction over a quarter of a century ago, the SNAs have developed into a crucial role. I see at first hand in many schools that we have visited and, indeed, schools that I have visited, not only in this role but as a public representative over many years, the enormous job satisfaction that special needs assistants get from their job, but also the role that we should never stop acknowledging, along with the teachers, the school communities and all who work there on it.”
“It is important that the issue of services for children with special educational needs is kept to the fore of proceedings and that we ensure together, across government, a better quality of services is delivered for the children across the country. In the debate that we have had over the past hour or so, the sincerity of what was put on the floor is very much welcomed, as is, in debates that we have both in the Dáil and, indeed, in my parliamentary party last week, the sincerity of public representatives in reflecting the massive challenges that are out there. As we look forward to the 2025-26 year, the most pressing issue facing children with special educational needs and their families is clarity around their school placements.”
“I have met many families and parents, as a TD, in assisting them on special educational supports and I know full well the challenges that Darren and Sarah are going through, on a personal level as well as everything else - the pain, anguish and frustration that is faced on a daily basis. As Minister of State in this role, I do not want parents to feel that they are forgotten or ignored and I recognise, desperately deeply, the challenges that parents the length and breadth of the country face. I know the struggles that they are facing and it is one of the top priorities in my role to ensure that there is a system that is working for parents and for children.”
“I thank the Senators for raising the issues. In the first instance, I thank Senator Tully, because we worked closely on the Committee on Disability Matters in the previous term. We certainly raised the issues, along with Senator Clonan and, indeed, Senator Rabbitte, who put a huge amount of effort into her role in the previous Dáil as Minister of State. I thank all Senators who have been liaising with me over the past while in terms of the issue of special education and inclusion. I know of all the deep interest the Senators have in the topic and the desire that we have to support children with additional needs and their families.”
“I will take the documentation from the Deputy and will work with him and with all Deputies to make sure we bring the proper information and try to make sure we have funding for schools.”
“I thank the Deputy for his genuine concern regarding this. If he shares the document he mentioned with me immediately afterwards, I will take it up and work with him and with all Deputies in relation to school communities. I outlined the issues in respect of what we are going to do and what we have done in previous budgets. We are acutely aware of the challenges that are being faced by schools, school communities and the members of the school management of those schools who are doing an extremely good job. The FSSU, on behalf of the Department, plays a crucial role in the process. However, rather than going into it, I will say I understand the concerns the Deputy has. He has relayed the concerns of the school communities.”
“The FSSU, which is funded by the Department, is an important source of advice and support to schools on financial matters, including budgetary and cash flow management. At the outset, the Deputy mentioned St. Laurence O'Toole's and one other school, the name of which I did not get. I would be anxious to take up his offer to visit some of the schools as well.”
“This additional funding announced in budget 2025 is designated to assist schools with the increased day-to-day running costs such as heating and electricity costs. The funding was paid at a rate of €36 per pupil in primary schools. Enhanced rates were also paid in respect of pupils with special educational needs and Traveller pupils. The Department of Education is aware that costs and funding can pose a very real problem for school communities and is constantly working to address this matter and enhance the financial and other supports available to the schools and their communities. While not wishing to pre-empt the outcomes of any future budget negotiations or financial parameters agreed by the Government, the Department of Education will continue to seek and prioritise funding required to meet the ongoing costs of running schools.”
“This represents an increase of circa 12% on current standard rates and enhanced rates. This increase is on top of the circa 9.2% increase from last year’s budget. This will bring the standard rate of capitation grant to the level of €224 per pupil in primary schools from September 2025. Enhanced rates will also be paid in respect of pupils with special educational needs and Traveller pupils. Schools should also ensure they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure. In addition to these grants, €45 million in cost-of-living supports issued in November 2024 to support all recognised primary and post-primary schools in the free education system.”
“The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general upkeep and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the board of management can allocate according to its priorities, except for the employment of relevant secretaries as per Circular 36/2022. As part of the capitation package in budget 2025, the Department is pleased to have secured over €30 million as a permanent increase in capitation funding to assist schools now and in the longer term with increased day-to-day running costs.”
“I thank the Deputy very much for raising the issue. I understand the genuine concern and the way he has brought it to the floor of the Dáil. I thank Deputies for giving me the opportunity to outline to the House the position in relation to the financial situation for funding for primary schools in Dublin's north inner city. The Department is committed to offering all available and appropriate supports to the schools. Schools have been in contact with the Department and have been referred to the financial support services unit, FSSU. The Department is committed to providing funding to recognised primary and post-primary schools in the free education system by way of per capita grants.”
“I take the point the Senator made regarding over-70s, which is something we in the Department want to review and clarify. Nevertheless, I remind her we are committed to increasing school transport and implementing the recommendations in the review on expanding access to the scheme, which was published in 2024, as fairly as possible to ensure we can provide transport for students.”
“I thank the Senator for the question. This year, 25 April is the final date by which families can apply on the portal. It is important that date is out there and that families know about it. Indeed, most families availing of it do know about it at this stage. When those figures come to hand, we will review what is necessary. In our experience, from August onwards, families get the routes and so forth, then the challenges come in and it takes some time to work through them. My commitment is that we will work with the review, work with the pilot projects and work very hard to make sure we can accommodate as many students as possible. The flashpoints are at second level but there are also a number of issues in respect of primary schools.”
“These pilots are currently being evaluated and they will provide a valuable insight into the impact of increased demand on the scheme, the potential for integrating public transport, which is not always possible in rural areas such as the Senator mentioned and, indeed, in the area I come from, and opportunities to promote more sustainable models of transport. The findings from the evaluation will guide the planning and implementation needed for a national roll-out of a revised school transport scheme. Bus Éireann’s family portal is now open to accept new transport applications for the 2025-26 school year, and planning for the 2025-26 school year is well under way between the Department of Education and Bus Éireann.”
“A phased implementation of the reviewer's recommendations began at the start of the current school year, 2024-25. As was indicated at the time of the launch of the review, a number of pilots were trialled in the 2024-25 school year, in conjunction with the Department of Transport and Bus Éireann. As was also indicated at the time, it was intended that following closure of the application process for 2024-25 school year, consideration would be given to further potential pilot projects around the country. To that end, I note that the Senator said that the portal is currently open. We are awaiting the figures when that is completed. A total of 14 pilot projects are under way this year.”