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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“People living with rare diseases and their families bring expertise that no system can replicate. Their voices must continue to shape how we design services, prioritise investment and measure progress. That is why patient involvement is embedded in the national rare diseases strategy. That commitment must now be fully carried through into the implementation of the policy. We are at a point of real opportunity. We have a national strategy, we are putting structures in place and we have momentum. Internationally, rare diseases are now recognised as a global health priority and there is increased alignment across Europe on the need for more co-ordinated approaches to research, diagnosis, care and access to treatment. The task ahead is clear.”
“For too many people, care is still fragmented, diagnosis is taking too long, and access to services and support can be difficult. For families waiting for treatment, the timelines feel far too long. That reality must continue to guide our work. The true measure of progress is not what we can point to in a policy document but, rather, what people experience in their daily lives. Do they receive answers more quickly, is their care more co-ordinated, does the system feel easier to navigate and do they feel supported, not just clinically but as individuals and families? These are elements we must improve. I return briefly to the central theme that has run through this debate, namely, the importance of patient partnership. It is not an optional element of the policy; it is absolutely fundamental to it.”
“The decision to undertake an end-to-end review of the medicines approval and reimbursement process reflects the recognition that we must continue to improve how we deliver for patients, particularly where delays and uncertainties have real impacts on the lives of our citizens. We are seeing encouraging examples of progress on individual conditions. A number of decisions were taken recently whereby we showed that when we work together constructively, we can move forward and do so at pace. That kind of collaboration really matters and we must continue to build on it. At the same time, we must be honest that despite all the progress we are making, families are still experiencing many of the challenges Deputies have raised.”
“We are strengthening our approach to genetics and genomics, including through the delivery of the national genomics test directory for rare and inherited diseases. This will help to ensure patients receive the right test in the right place at the right time. We are seeing progress on care co-ordination, with the introduction of dedicated care co-ordinators and continuing development of integrated care pathways. This is in recognition that, for patients, co-ordination is not an administrative detail but a fundamental part of their experience of care. We are taking steps to improve access to medicines, including through the new framework arrangements, the commitment to an early access scheme for rare diseases and the move towards timely reimbursement decisions. We are also looking critically at our existing systems.”
“This step will make a real difference for children and families by enabling earlier intervention. Work will continue to further expand our newborn screening programme. In this regard, the National Screening Advisory Committee, NSAC, has accepted advice from its newborn screening subgroup on the grouping of similar conditions into a singular health technology assessment, HTA, process. The aim of grouping conditions is to expedite the review process timeline. As things stand, and dependent on the findings of the HTA, this creates a pathway to significantly expand the national newborn blood spot screening programme before the conclusion of the national rare disease strategy in 2030.”
“Nobody is trying to delay this and everyone is acutely aware of how important the timelines are for individuals and families. In all contributions, there has been a strong and shared understanding that while progress has been made, there is an awful lot more work to do. It is important that we recognise that. The national rare disease strategy 2025-30 provides a clear structure and patient-centred framework for change. As we speak today, patients, advocates, clinicians and Department officials are meeting to further review the strategic implementation plan. This is to ensure that commitments in the strategy translate into practical actions with timelines and accountability. We have made progress in screening and diagnosis, including the expansion of the newborn screening programme to include more rare diseases.”
“I know Craig has been to the fore in accessing drugs for Paudie. I pay particular tribute to him for the advocacy and engagement he has had with Members across the Chamber. He has advocated on behalf of his family and I pay tribute to him for the outstanding person he is, considering the burdens that have been placed upon him. He is working very hard and I reach out to him and other the families today. I know Craig well as well as the many others who have reached out to us. Like all Deputies in the House, we know families in our own areas. I cannot pre-empt the outcomes of the HSE drug group but having engaged with the Department of Health, I know that everybody across the national system and in the HSE is working as quickly and thoroughly as possible to advance the process involved.”
“They want greater clarity, better support and, where possible, access to new and innovative treatment in a timely and compassionate manner. Above all, they want to be heard, not occasionally but as a core part of how decisions are made. I want to acknowledge the powerful advocacy that Members have reflected on today. I want to pay tribute to Deputy O'Sullivan, others in my party and Members across House who have advocated. Deputies have brought the voices of patients and families directly into this Chamber. This ensures the work remains grounded in the reality of people's lives, not just in policy frameworks. I want to take a moment to acknowledge Craig Coady, who was here today, and his son Paudie. I have known the family for many years over my time as a public representative.”
“I thank all the Deputies from across the House who have contributed to this important discussion. The contributions from across the House have been thoughtful, constructive and, above all, grounded in the lived experience of the families and people affected by rare diseases. Many Members have spoken with real insight and compassion about the challenges faced, the long wait for diagnosis, the difficulty navigating services, the strain placed on families and the understandable frustration when access to medicine and treatments are delayed. What has come through clearly is that while the details of individual conditions may differ, the themes are constant. People want answers sooner. People want care that is more joined up.”
“One of the first decisions we took a year ago was about having therapies in schools rather than with any other body. That is to try to ensure children have the best possible supports within education. I have met a number of groups representing people with Down's syndrome. I met national groups and parents over the past number of months. They all pinpoint the specific challenges or specific references to the circular. The circular was issued early in 2025. It is being reviewed to make sure the aims when it was issued meet the needs of the children. I know the great enabler for children with speech difficulties or disorders is to provide the support to get them verbal. As the Senator rightly said, that opens up a new chapter for them. I understand that. My role is Minister of State with responsibility for special education and inclusion.”
“I thank the Senator for raising the issue. There is a script that will be sent around. It goes through the various documentation going back to over 30 years ago. SLD, other issues and developmental language disorders are part of it. From the special education point of view, across government we passionately believe that if we invest properly in special education and education for people who need additional educational supports, we will empower children, families and the State into the future. The Senator may have seen over the past number of months the various debates we have had between our Department and across government on further funding. He knows my bona fides on this and the issues we need to meet head on. I look at the education system, CDNTs and the other support mechanisms in place.”
“Where population growth is anticipated right across the country, we have to be very mindful that we have to future proof, so that we are not trying to catch up year after year and make provision for specialised education. There must be reflection on the points that have been made and the really serious engagement the school authorities have had with the Department on pushing the two classes in the overall decision that we are making. I assure the Deputy that the Department will continue to work with the school authorities and bear in mind the challenges that will arise not just in 2026 but into the future in the greater Balbriggan area as well. We will work closely and we will report back the Deputy.”
“In all school projects when the Department engages, the Department is one side of it, the planning and building unit is one side of it, and there is the National Council for Special Education, which has sight of the numbers that are notified on a yearly basis. The most important ingredient as well is the school authorities and we have to bring them with us. The school authorities have the best interests of their communities at heart and they want to see what is the best option for them. In this instance, they are very clear in demonstrating that a quick fix in relation to one classroom will not meet the needs into the future.”
“I assure the Deputy that the Department will be working very closely with the project manager and the school authorities in order to progress the delivery of special education class accommodation as quickly as possible. My officials will engage directly with the school again on the next steps for delivery of this accommodation.”
“The Department is guided by the NCSE in relation to requirements for special classes in the first instance. In order to respond to the urgent need for special educational needs class provision identified by the National Council for Special Education, my Department is progressing urgent building projects that involve providing modular accommodation for SEN class provision. This delivery method and modern methods of construction offer an extremely high-quality carbon-friendly building combined with fast delivery. In overall terms, it is important to have a range of delivery mechanisms for delivering school accommodation to support the very strong and ambitious roll-out of school building projects across the country.”
“That is not universal but perhaps the Deputy might convey to the school authorities that we do appreciate that they are looking to the future as well. One of the things we have to bear in mind as a Department and a Government is the large demand for special education class provision in the Balbriggan school planning area. That is one thing we have to be very cognisant of as we move forward. I will give a commitment that we will work very closely with the school authorities to ensure we find the best possible solution there and to ensure engagement with the school authorities on it. By way of information, the Deputy will be aware that the National Council for Special Education, NCSE, is the statutory body for the provision of special education and allocating supports for children with additional needs.”
“Once the process has been completed, officials from the Department of education will be in contact with the school authorities. The Deputy will appreciate that the Department is required to utilise the funding available to it to ensure that every child has access to a school place, and indeed there is a large demand for school places and class provision in the Balbriggan school planning area. I assure the Deputy that the Department is fully committed to the optimum special education needs accommodation solution at the school and will continue to engage with the school in this regard. It is important to note the project manager has been appointed and has gone out there. I could not but strongly commend the school authorities for wanting to go ahead with the two special classes.”
“The Department of education appointed a project manager who visited the school to examine the feasibility of providing two special educational needs modular classrooms at the school's preferred location on the school site. The Department was advised that due to a site-specific technical constraint only one unit could be accommodated at the school's preferred location. However, I commend the school's strong preference for proceeding with two special educational needs classrooms, and the project manager is now undertaking a revised viability assessment report, including examining the possibility of relocating the modular accommodation to an alternative location on the school site. The Department of education will endeavour to assist in facilitating this option.”
“I thank the Deputy. I appreciate the question and thank him for his ongoing engagement on matters of education, not just in the House but also his own engagement in it. It is important that we do so. I want to go to the school the Deputy raised. I assure the Deputy that the Government is fully committed to supporting students with special educational needs to fulfil their full potential. The programme for Government makes a number of commitments to deliver on this important objective. I can assure the Deputy that the Department has been working closely with the school authorities in relation to the school's accommodation requirement and will continue to do so.”
“On the home-based tuition, or the home-based programme, we are working to bring clarity to families because I know families need certainty at this point in the year.”
“That is what we want. We want to make sure the programme is open to all. In the past few years, there has been an increase of 210% in child participation. That is welcome. It is what it is all about. It is to ensure that children who require further education, those with additional educational needs and children from disadvantaged backgrounds have the opportunity of the summer programme. This programme was devised many years ago and it has been successful and has been running across the schools. We understand the value of it. The engagement between the Department and the school authorities is ongoing. A lot of documentation was issued over the last day or so in terms of staffing and that will continue.”
“There has been an increase in the number of schools. More applications were received for school-based programmes this year than in 2025, with an increase across the primary, post-primary and special schools. In addition, there has been an increase in home-based applications, which significantly increased last year. We are working across the system to ensure we are delivering decisions and appeals. Further information has been sent in by school authorities to the Department in recent days, and that is being worked on in a timely manner. Certainty is being issued to schools, and we understand the need for that. There has been an increase. This shows the value that the families and school communities put on the summer programme. I am pleased to see that more primary, post-primary and special schools are engaging in the programme.”
“Where a need is demonstrated, additional staffing is being made available. This will continue to work until the summer programme is up and running. We are very serious about making sure that the summer programme works this year and into the future.”
“I know the Department has been working with schools on an individual basis to ensure they can meet the needs of all the children taking part. Equally, it is acknowledged that there are some children with complex special educational needs whose school is not running a school-based programme or that a place on the school-based programme is not available. In this instance, these children can avail of the home-based provision. The Department is working hard to ensure it is communicating with families as a matter of urgency. As the Deputy rightly pointed out, we are in the second half of June, and we need to get certainty to all communities. Many schools have been liaising with us in the past week or ten days in particular, and the Department has been engaging with them.”
“The Department subsequently received more applications for the school-based scheme this year than in 2025, with increases across primary, post-primary and special schools. In addition, the number of home-based applications has significantly increased on last year. The Department has been engaging with schools on an individual basis in relation to the running of their summer programme. Schools have now received their sanction letters with their staffing allocation. This allocation is based on the number of children who are taking part in accordance with the published terms and conditions of the programme. In instances where schools believe they require additional supports, they can engage, and many are engaging, with the Department to outline the unique circumstances that require additional resources.”
“While it is acknowledged that the details of the programme are typically announced earlier, the Department has continually kept in touch with stakeholders who are querying when the summer programme might be announced. This ensured that schools understood it would be forthcoming and that they should start their preparations. As a result, the online application portals for both the school-based and the home-based programmes were opened from 6 May to 15 May. Both the Minister, Deputy Naughton, and I were aware of the deadline, and the application portals were reopened again from 2 to 5 June. Details of this reopening were announced in May. The summer programme has been well established for several years, so even though there was a shorter window for applications, schools were prepared in advance.”
“The findings consistently highlight the programme’s positive impact on the many children and young people who have taken part, with parents, staff and the children themselves reporting improvements in confidence, attitude and readiness to return to school in September. The original intention and continued emphasis of the summer programme is to mitigate the impact of learning loss on those children while schools are closed. An increase in special educational needs prevalence rates, particularly of autism, and the presentation of children with more complex needs, has meant that the summer programme is more important than ever. Details of the summer programme were communicated to schools and stakeholders in early May.”
“I thank the Deputy for the question. Like the Deputy, we recognise the importance of the summer programme as a vital piece in the education system. It is vital for children at primary and post-primary school. It is specifically designed for children with complex educational needs or those at risk of educational disadvantage. While it is delivered during the summer months, it is an educational programme and it is important that it is viewed as educational rather than as recreation in summer camps. Since 2021, the Department of Education and Youth’s inspectorate has evaluated the programme annually.”
“I know and understand the pressures families are under, particularly as we are now galloping towards the end of the school year with a new one on the horizon. Families need certainty on that. I will follow up on the queries the Deputy has shared with me and report back to him.”
“While primary schools right across the country have done a huge amount of work with regard to additional special classes and working through the system, we have more work to do with regard to post-primary schools. Students will be going from primary school to post-primary school. We will be looking very carefully at that issue over the next while. We are also looking at where placements break down and the supports we can provide through the NCSE, the SENOs and team leaders right across the country. The Deputy asked about County Louth. We are investing in special schools and special classes right across County Louth. Of course, we are supporting students in mainstream education as well. I assure the Deputy of that. It is extremely important.”
“There are a number of issues to discuss. The Deputy mentioned a case. I do not want to go into the specifics on the floor of the Dáil but that is one of the pieces we are concerned about. We are concerned about meeting profound levels of need within an appropriate school. We are doing a number of things. We have sight of the need earlier in the school year. We will continue with that programme over the next while. We are also gathering information from other Departments, including information from the access and inclusion model and the domiciliary care section, to make sure that we have full sight of this need, particularly at primary level. In addition, during the school year, school placements may not work out for a whole variety of reasons. We really need to work on that.”
“That has really guided me in making sure we have appropriate places. On being appointed, I looked at moving the date to earlier in the year so that we would have earlier sight of educational requirements. We are working to ensure that again next year. It is proper to engage in forward planning to make sure we have sight of the need.”
“These are the pinch points or challenges we face. We are acutely aware of the breakdown of places. We are working extremely well with the new teams within the NCSE across all counties to make sure we are meeting the needs of children with additional educational requirements. The Deputy mentioned a number of children. While it would not be appropriate for me to discuss these cases on the floor of the Dáil, the Deputy shared the details with me yesterday evening and I will certainly take these matters up and respond to him offline. I fully understand. One of my motivations in my role is that, a few short years ago, I met a parent at a school gate whose child was finishing primary school in June of that particular school year. This parent did not know where that child would go to post-primary school that September.”
“By way of information, between September 2025 and September 2026, close to 1,000 extra special classes will have been sanctioned and opened across the country. The vast majority of these new special classes are for children with autism. The new special class sanctions mean there will be over 4,300 special classes operating in mainstream schools across the country in the next school year, up from 1,836 in 2020. The earlier notification has given us insight into the need. The Department has worked extremely well with the NCSE and with school communities across the country to open extra classes at both primary and post-primary levels. On the issues the Deputy has raised regarding education, we have those who are entering primary school for the first time and those who are transitioning from primary to post-primary school.”
“As the Deputy will be aware, an earlier notification deadline was introduced last year to support forward planning. This also meant that the NCSE was equipped earlier with local information as to what students would be leaving school, transitioning to post-primary specialised places or seeking specialised places and entering the education system for the first time. This information is crucial when examining where places must be provided to meet demand. The National Council for Special Education started sanctioning special classes for the 2026-27 school year in January, several months earlier than the previous year. To date, 565 new special classes have been sanctioned by the NCSE for the 2026-27 school year.”
“I thank Deputy Ó Murchú for raising this question regarding County Louth. I will first give him an overview of where we are and then address the specifics, if that is okay. We are extremely committed to the provision of additional places for children with exceptional educational needs. The number of special classes provided across the country has doubled over the last few years. In addition, 16 new special schools have been established in recent years. School capacity has also been expanded across a number of schools nationwide. Four of these special schools are in County Louth, educating approximately 450 students with complex educational needs. These schools are supported by the Department of education and the National Council for Special Education, NCSE.”
“More than 43,000 teaching posts have been allocated across the primary school system at present and that represents an increase of just over 5,000 teachers since the 2019-20 school year. We have been steadily improving the pupil-teacher ratio and the average class sizes during this period. There is continued investment in terms of mainstream and special education. The entire education budget has been the source of some commentary but we are really meeting the need that is presenting at both primary level and special schools and classes, as well as at post-primary education. As we as a society, party and Government believe in education, we are committed to working with partners across Government in terms of the education requirement. The points the Senator has made will be reflected on very carefully. We have a lot of work to do.”
“We have to be very mindful to protect what we have and to invest in the future in terms of commitment. There is no doubt but there will be additional teachers across the education system in 2026-27 but we have to be mindful, as we head into the summer and budget negotiations, of the challenges. The Senator and many of his colleagues met the INTO and I have frequent negotiations with that organisation in relation to its asks for the next school year and the pupil-teacher ratio and all of that. That is a huge part of its asks. For the very determined and hard-working teachers and SNAs who work within the school communities, we must ensure we support them and have all the resources possible to have better outcomes for the child, not just during school time but into their adulthood as well.”
“In addition, school leadership supports have been increased and will see additional deputy principals in primary and post-primary schools in the 2026-27 school year. To go back to the point the Senator made, there are huge commitments to education in the programme for Government that we are working every day to ensure we reach in terms of both mainstream and special education. Under my own remit on the special education side, we have sanctioned 560 special classes, which will open in September 2026. We are constantly looking at how we can best equip the education services into the future. It is Important to note that the Government and I, certainly hold very dearly the issues in relation to smaller and rural schools. They are the focus of communities and lead to better outcomes.”
“Funding has been provided for 860 special education teachers across special schools and mainstream settings, along with more than 1,700 SNAs, and a €48 million full-year investment across both the DEIS strategy and the DEIS plus scheme. Approximately 30,000 children and young people attending DEIS plus schools will benefit from these targeted supports. Schools in the DEIS plus scheme will receive strengthened, research-informed supports across well-being, attendance, engagement, guidance, leadership capacity, community partnerships and access to services, including the introduction of a new positive mental health and well-being initiative to support a whole-school approach to student well-being.”
“Budget 2026 provided an increase of €845 million in core funding for education and youth on the figure allocated for 2025, while the total investment figure also includes €1.6 billion allocated for 2026 as part of the national development plan, which goes from 2026 to 2030. This funding reflects the Government's continued commitment, under the programme for Government, to ensuring that every child and young person can learn, thrive and reach their full potential. It builds on the progress made in recent years, while recognising that further work is needed to make education more inclusive and equitable for all.”
“I thank the Senator for his question, his commitment to education and the many engagements we have on education and how we can build on the education system we have. In various reports we have seen the success of the Irish education system. On a continuous basis, we meet the challenges and deficits across the system. The Government and our party are working extremely hard on education, and I am fully committed to education, as the Senator will know. I will give him a few statistics on the education system. The 2026 budget provides for an investment of €13.1 billion in education, up almost 7% on the 2025 financial year.”
“I do understand that there is disadvantage in other communities that has not been captured but we are targeting resources in the best possible way.”
“The criteria set down very early on aimed to make sure that we were targeting the most disadvantaged communities across the country. The resources we were putting in - there are significant resources in DEIS plus and indeed the entire DEIS programme - are to ensure that disadvantage is dealt with within the communities. A number of Deputies have raised issues about the criteria but they are transparent. Deputy Ahern spoke about them not reflecting some of the things that are outside of them but, in the first instance, it is important that the appeals process is dealt with and that it is brought to a conclusion as early as possible. We are hopeful that decision will be taken by the end of June 2026, so the school will have certainty for next year.”
“I accept that engagement by all political representatives with regard to school communities in disadvantaged areas is hugely important because education is a fundamental. It can determine the trajectory of someone whether he or she is in a disadvantaged area or elsewhere. I do understand that the Deputies have a real and genuine engagement within the education sector. Although St. Dominic's National School was not identified for inclusion in DEIS plus, that does not diminish in any way the challenges faced by the school communities and the outstanding work done there by the school leadership and all of the team working in the school and dealing with disadvantage. Due to the appeals process, the Deputies will understand that it is important for me not to comment on that process right now and I do not intend to.”
“All appeals are subject to a technical review process in line with the criteria set out by the Department with independent oversight provided through an independent appeals panel. It is anticipated that the schools will be informed of the outcome of the appeals process by the end of June 2026. The Department and I continue to engage with school communities and education stakeholders regarding the implementation of the DEIS strategy to 2035 and the range of supports available to schools serving communities experiencing educational disadvantage.”
“Schools that have been included in the scheme have been assessed as having a concentration of disadvantage significantly above the national average and at the highest level nationally. While many similar schools clearly serve children and families experiencing disadvantage, the DEIS plus programme is targeted at those with the very highest concentration of students at risk of education disadvantage. As the Deputies will be aware, the appeal process is currently under way for schools that were not satisfied with the outcome following the application of the DEIS plus identification model to their enrolment data. St. Dominic's National School has submitted an appeal under the process and I would be very mindful that it is not appropriate for me to comment on the specifics of any individual school appeal while the process remains ongoing.”
“These indicators include deprivation level, Traveller and Roma identity and children residing in State-funded emergency accommodation and international protection accommodation. The model examines enrolment data across the previous three academic years to ensure consistency and fairness in its application nationally. I recognise that the local school communities can experience significant and complex challenges that are deeply felt by people's families and staff, however, in establishing a national scheme such as DEIS plus, it is essential that the same evidence-based criteria are applied consistently across all schools to ensure fairness and equality of treatment throughout the education system. The scheme is intentionally highly targeted.”
“I acknowledge the strong work being undertaken by the principal, all of the team and the wider school community in supporting pupils and families. It is important to stress that although the school was not identified under the DEIS plus programme, it does not mean that disadvantage is not present within the school community. St. Dominic's National School remains a DEIS urban band 1 school and continues to receive significant range of supports available under the programme, including reduced class sizes, enhanced staffing supports and full home school liaison provision. DEIS plus schools were identified using a nationally consistent and evidence-based model developed using pupil-level administrative data and a range of indicators associated with persistent and intergenerational disadvantage.”
“I compliment the way both Deputies work across political divides in terms of education and I will continue to liaise with them. We might not turn water into wine at every juncture but we certainly will try. Addressing educational disadvantage and ensuring that every child and young person can achieve their full potential are key priorities for me and the Minister for Education and Youth. The introduction of DEIS plus represents the most significant expansion of targeted education support since the establishment of the DEIS programme. The scheme is designed to provide enhanced supports to a small cohort of schools with the highest concentration of children and young people experiencing persistent and intergenerational disadvantage. The Deputies raised the issue of St. Dominic's National School in Tallaght.”