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 believe my information is correct in relation to that. I take the Deputy's point on the numbers and the acceptance of the school community. We have put in a huge amount. Bunscoil Chríost Rí has a huge reputation as a massive school within the Turner's Cross area, as the Deputy outlined. Any information that is submitted to the Department in terms of an appeal will be adjudicated on. I know the school is facilitating and working with a diverse community as well. It is important to say that this policy documentation has not shifted the goalposts in a dramatic fashion. These are long-standing issues we have had. It is important that if the school, and I believe it will, submits an appeal, that appeal will be adjudicated on in a timely fashion to ensure that certainty is brought to the school community in advance of September 2026.”
“We have a huge level of investment in terms of teachers. The past number of years have seen more than 5,000 extra teachers within the school system. That is little comfort to Bunscoil Chríost Rí. In order that we are all understanding this, there is no reduction in SNAs from 2025 to 2026 or from 2026 to 2027. The Deputy will be aware of the documentation that was launched last week on the SNA workforce development plan, the redeployment plan and the new circular. That is setting out our roadmap for SNA employment. There will be no cliff edge in relation to schools or school communities into the future. It is important to understand that. In regard to the point on the numbers, my information is 453.”
“The primary staffing appeals board meets three times a year. The board met in May and will meet again later this month. It is important that the school, if it wishes, should submit an appeal on the staffing allocations to the appeals board with all the necessary supporting information it can have from the school cohort and the school community as well. This will be a crucial meeting of the appeals board in June this year to try to ensure we have everything in place for September insofar as possible. However, I encourage the school to make sure an appeal is submitted. The application forms are available on Circular 0025/2026. It is important we have sight of that and that a decision is made by the appeals board which, as the Deputy knows, is independent of the Department. Information should be submitted as soon as possible.”
“An online portal system was introduced in the current year to allow schools to apply in a timely and efficient manner. Following the application process, Bunscoil Chríost Rí has been informed of an EAL allocation of ten hours per week for the 2026-27 school year in addition to the permanent EAL post that is in place within the school. This is less than the current EAL allocation and corresponds with an increase in the overall enrolment in the school enrolments of pupils with EAL needs. As I understand it and as it is presented to me, the school is not losing five teachers in the 2026-27 school year. The staffing arrangements, and I would be very strong on this, which have been long-standing, include arrangements for an appeals mechanism for schools to submit a staffing appeal under certain published criteria.”
“Perhaps that is something we might check. This enrolment allows for mainstream staffing comprising an administrative principal and 18 classroom teachers for the 2026-27 school year, with two fewer teachers than are currently in place. The school also has additional supporting staff comprising nine special education teachers, one English as an additional language, EAL, teacher and three special class teachers under the rural DEIS and non-DEIS home school community liaison initiative. The school has been allocated a shared home school liaison teacher based on enrolment for the 2026-27 school year. The Department has adapted to the dynamic landscape of student enrolment and has prioritised enhanced English as an additional language support.”
“The primary school staffing schedule is a long-standing feature of the primary allocation system which ensures fairness and transparency in the allocation of mainstream class teachers in primary schools across the country. The key factor for determining the level of staffing resources provided in an individual school is a staffing schedule for the relevant school year and the number of pupils enrolled on the previous 30 September. Staffing arrangements for primary schools for 2026-27 are set out in Circular 0025/2026. Having an enrolment of 479 pupils in September 2024, Bunscoil Chríost Rí has a current mainstream staffing of an administrative principal and 20 mainstream teachers. The information given to me is that school enrolment fell to 453 pupils last September. The Deputy mentioned the figure was 455.”
“I thank the Deputy. As I say of all Deputies across the House, the engagement they have with the education system is crucially important. We are able to have very informed debates here in Leinster House with Deputies' contributions. Deputy Heneghan mentioned a number of schools. We will certainly follow up on them. We are acutely aware of the challenges in the context of the SNA role. We have invested. There are 46% more SNAs since 2020, which is only six years ago. We have grown the number of SNAs. We are committed to having more SNAs and we will have a considerable amount of SNAs, literally thousands more, over the next number of years. The Minister, Deputy Naughton, and I are acutely aware of and understand the role the SNA provides and we will fight at all levels to make sure we have funding for SNAs into the future.”
“The value of the special needs assistant and the role they play in enabling students to reach their full potential, and in some cases to allow them to engage within the education system, is hugely important to the Minister, Deputy Naughton, and to me. We understand that. A lot of work has been done on the workforce development plan, the circular and the redeployment. If there are existing schools that the Deputy needs us to look at, we can certainly do so. I can assure the Deputy that we are growing the number of SNAs into the future.”
“Reviews are ongoing and we will have further engagement, along with the schools the Deputy mentioned. Over recent weeks we have announced a number of inclusive special classes as well, which is 47 in total. Of those, 32 are at post-primary and 15 are primary schools. These have been welcomed by the school communities where we are providing the resources. The school communities should look at what we have done in other schools as well because this is a hugely important and significant policy change which is being welcomed across the school communities. The Government is continuing to invest hugely in SNAs and in ensuring we have SNAs right across the school communities, be they special schools, special classes or in mainstream classes.”
“In all cases any school that believes it has insufficient special needs assistant resources to support the needs of the pupils should contact the NCSE for an SNA review. If on completion of the SNA review it identifies that additional resources are required, they will be provided.”
“As part of the annual budgetary process I will continue to pursue the resources required to support the care needs for pupils with additional SNA resources when required. In February we confirmed that there would be no reductions to the special needs assistants for the school year 2026-27. All schools were reviewed by the NCSE and schools allocated additional resources will receive them in the upcoming school year. The SNA redeployment scheme, the SNA workforce development plan, and changes to a 2014 circular outlining the role of the SNA will be advanced before any further decisions are taken. The NCSE has responsibility for ensuring that all additional SNA posts funded through budget 2026 are allocated to mainstream, special classes and special schools to meet the care needs in these sectors.”
“I thank Deputy Heneghan for the tour of the schools in his constituency. I do take his point on this serious issue. I welcome the engagement by all Deputies and political figures on education, which is hugely important. It is important that we engage as fully as possible with schools, school communities and families. The Government is strongly committed to supporting children with special educational needs to achieve their full potential and the programme for Government makes a number of commitments to deliver this objective. In 2026 there will be 24,896 special needs assistants in our mainstream classes, special classes and special schools. This represents an almost 46% increase since the 2020 school year. The SNA plays a key role in the successful inclusion of students with additional and significant care needs in the schools.”
“I am committed to meeting the groups. I understand the challenges. Entry into primary school or secondary school is a flashpoint for families. We will engage further. I assure the Deputy that we are aware of the concerns and the campaigns that are ongoing. We are reflecting very carefully on all of that.”
“I can confirm that we met the group some time ago, and we are committed to meeting it again. We are monitoring this across the country, and Youghal and east Cork are no different. We are watching the number of children who have applied through the portal for specialised education, whether in special schools or special classes, to ensure we are meeting the needs in those communities. The data from the portal allowed us to have a lens into how we were tackling specialised education. The aim across the education system is to reduce the travel time. The special school has opened in east Cork. I offer my thanks to Cork ETB for the work it has done in collaboration with the National Council for Special Education and the Department. It has opened a number of schools and taken on a hugely valued role that other patrons would have had heretofore.”
“We are continuing to monitor and study the figures to ensure we have specialised education as close as possible to the children, so we can eliminate the need to drive long distances. Those issues are getting careful consideration across the Department.”
“I am well aware of the campaign and discussions. I have met with the group and have committed to meeting with it again to discuss this further. In east Cork and the area the Deputy represents, there has been a huge growth in population, which increases the need for specialised education. One of the issues we have been looking at in the Department is people travelling long distances for specialised education. Between 2025 and 2026, almost 1,000 special classes have been opened across the country to try to meet the needs as locally as possible. In east Cork, the opening of the school at Carrigtwohill has met the needs within that community. We are acutely aware of the growing needs in this regard.”
“The NCSE also continues to engage closely with schools and families to track the placement of children and young people and determine the current remaining level of need for specialist places at a local level.”
“These new special classes will be in addition to the 617 already in operation across schools in County Cork. In the Cork East constituency specifically, there are 145 special classes in mainstream schools this school year. Some 87 of these have been newly established since 2020. In addition to providing additional special class places, four new special schools have been established in County Cork in recent years, including one in east Cork. The East Cork Community Special School continues to grow and expand to meet the increasing level of need. My Department and the NCSE will continue to closely monitor the need for further special class and special school places in east Cork over the coming months, and as part of forward planning for the 2027-28 school year.”
“My Department and the National Council for Special Education continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year, 2026-27. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. In addition, we recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my Department is actively engaging to meet the increased demand. To date, 546 new special classes have been sanctioned, including 47 inclusive special classes. Of these, 63 are sanctioned in County Cork. Some further new special classes will be confirmed in the coming weeks.”
“I assure the Deputy we are reflecting very carefully on what he is saying and also what others said at the committee yesterday and will be giving it due consideration over the next day or two.”
“The summer programme is hugely valued within school communities and families. That just goes to show the huge number of families and students who have applied for the programme across the system. It came up again at the Oireachtas committee on education yesterday when the Minister and I were reflecting very carefully on the concerns that were raised about the summer programme into 2026 and the challenges there were for a number of schools and students. We are reflecting very carefully on that but of course we have to be very mindful also that we have a specific budget for it and we have those limits we have to work in. We are working with every school community to bring certainty over the next short while. We are acutely aware that it is only a number of weeks before the summer programme will kick in.”
“It is important that we are communicating our information and our story across the school communities because nothing can be more frustrating than not understanding the information. I take the point on that but we are communicating right across the system. A huge volume of work has been going on for a number of years and is being brought to a conclusion over the next number of weeks in terms of the workforce development plan, the redeployment plan and the circular.”
“On decisions that were made earlier this year, there will be no change. There will be no reduction in the number of SNAs who will be in school communities from 2025-26 to 2026-27. We are committed to growing the number of SNAs because we see the role of the SNA as a huge enabler in providing specialised education in school communities. They have contributed enormously to allow a child with special educational needs to reach their full potential within the education system and the work that is being done by the special needs assistants across the school communities, in collaboration with the teachers and school leaderships, is second to none. We understand that at ministerial level, across the Department and in the NCSE as well.”
“We are going to continue to grow those numbers into next year and beyond to ensure we are meeting the needs of children and school communities.”
“The Department has been steadily building the level of SNA support in our education system. By the end of this year, there will be over 24,896 SNAs in our mainstream classes, special classes and special schools. That will grow to 26,000 or more over the next while. This represents a 46% increase since 2020. The Minister and I have been engaging intensively to ensure all the concerns raised are understood. The Deputy raised an issue with a specific school. I will ask the NCSE to ensure that that review is taken out as soon as possible. If the Deputy has more details, we could follow up afterwards. I reassure the House that the value we place on the role of the special needs assistant in the school system is huge. SNAs have contributed enormously to the provision of specialised education.”
“I thank the Deputy for the question. The 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. The National Council for Special Education has responsibility for co-ordinating and advising on care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant support to schools. It has responsibility for managing and processing requests from schools for a review of their SNA allocations. I fully understand and have seen the critical role special needs assistants play in the successful inclusion of students with additional and significant care needs in schools.”
“A huge volume of work is happening with in the Department and the NCSE at all times across the year. There are bodies in schools to make sure that we are doing the right thing. We have a lot of capacity this year. We are working through every family and every requirement.”
“The Minister and I are acutely aware of the issue. The Minister has experience of this because in the previous Dáil, she held the position I currently occupy. When the numbers come through from the portal, we are acutely aware that we need to make sure that we have an appropriate number of places. A total of 407 extra special classes were announced in 2025. We have 546 today. Between 2025 and 2026, we will have over 1,000 special classes across the country. We have inclusive special classes, with 15 at primary level and 32 at post-primary level, which are being welcomed in the community. It is important that the portal allows the parent or guardian to notify the Department of a child with additional needs. The NCSE has to work through that and engage with the families. We also have to engage with school communities.”
“The important piece is the fieldwork and groundwork that are taking place between the special educational needs organisers, SENOs, and families to understand the need that exists and parents' concerns. We used one section 37A procedure last year. We are continuing to engage with schools and school communities to ensure that we use the minimum number necessary.”
“Over 80% of the 546 new special classes that have been sanctioned to date are located in existing buildings. We are working extensively on this. We are acutely aware of where additional accommodation has to be made available. That is a factor in how fast we can put a class in place. We take a number of issues into account when we talk about new special classes. These include the need in an area to have the class as close to the children as possible. Since 1 October, the portal has given us great insight into the level of need that exists. When parents indicate on the portal that their children have special education requirements, it behoves the Department and the NCSE to reach out and understand the need of the families involved.”
“Budget 2026 initially provided for 3,000 new places. There are over 2,500 places available through the normal annual movement of students from primary to post-primary and finishing schools. The additional funding for which the Department received approval from the Government last month will allow us to provide further new specialised classes and special school places over and above the 3,000 new places already budgeted for. The NCSE can confirm that there are 546 new special classes for the next school year. I will come back to that point in my supplementary response.”
“It is the experience of the NCSE that some families who contacted it may decide not to apply for a special education place. This may be where a place is not in a particular school of choice of where a student is already being supported appropriately in his or her existing school. Data available to the NCSE shows that approximately 75% of the children and young people who came forward by the 1 October deadline are already enrolled in school. As in previous years, the priority groups for access to specialist placements for the 2026-27 school year comprise those without school places, namely young children moving into primary school, children moving from primary to post-primary, children moving from one area to another or those who need to be accommodated where previous placements have broken down.”
“The National Council for Special Education, NCSE, has verified that 7,860 children and young people notified to it by 1 October 2025 meet the requirements for special classes or special school places for the 2026-27 school year. Further children came forward after that date, and this will continue right up to September. Approximately 7,000 of the 7,860 children in question and young people have a diagnosis of autism. There is generally an adequate number of available places for children and young people with other diagnoses. The focus, therefore, continues to be on providing new places for children and young people with autism. That data continues to be reviewed and analysed by the NCSE, which will continue to engage with families.”
“When sanctioning takes place, it is then on to the admissions policy to enable that class to be populated by students and to ensure they are in for the school year. The vast majority of those that have been sanctioned have the admissions policy up and running and most of them have it completed at this stage.”
“I can assure Deputy O'Rourke that we are tracking. We are opening the special schools and we have engaged with the special classes. Yes, of course we are tracking the admissions policies because the admissions policy is the enabler from the sanction of the special class, the physical building, the teacher and the two SNAs, and also to ensure there are students in it. It is being tracked at all times. We are constantly asked about numbers. The Minister and I are acutely aware of the need to make sure children have school places and we are working extremely hard on it. We are across this, day in, day out, right across the Department and the NCSE. I assure Deputy O'Rourke that the NCSE is meticulously working with families and with school communities.”
“There is engagement between the National Council for Special Education and the Department with families and with school communities to ensure we have appropriate school places for September 2026. That work is ongoing.”
“We have the additional capacity that is being brought on between 2025 and 2026 and we have over 1,000 special classes opened across the country. We have new capacity and then there is additional capacity which is from the movement of students from primary into second level and from those leaving education. Just to reassure Deputy O'Rourke of the figure prior to 1 October, the NCSE and Department of education are continuing to liaise with families who being notified and contacted on an ongoing basis. We are ensuring we have places at primary, post-primary and special schools. That work has been intensifying right through the last number of months, into this week and beyond. We are working meticulously. I could not use any other word.”
“The Department and the NCSE will continue to closely monitor the need for further special class and special school places nationwide as part of forward planning for the 2027-28 school year. The NCSE continues to engage closely with schools and families to track the placement of children and young people and determine the current remaining level of need for specialist places at local level.”
“As of 28 May 2026, 546 new special classes have been sanctioned, including 47 inclusive special classes, which is 32 at post-primary level and 15 at primary level. I expect schools opening new special classes to move forward now with the admissions processes for these new classes. In addition to providing additional special class places, four new special schools are being established. These schools will be established in Balbriggan, CityWest, Bray and Monasterevin. Data continues to be reviewed and analysed by the NCSE, which continues to engage with families. It is the experience of the NCSE that some families who contacted them may decide not to apply for a special education place. This may be where a place is not in a particular school of choice or where the student is already being supported appropriately in their existing placement.”
“The Department of education and the National Council for Special Education, NCSE, continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026-27. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than was the case in 2025. The NCSE advise that 7,860 verified notifications were received by 1 October. The vast majority of the notifications are for the 2026-27 school year, but some are for beyond that. In addition, we recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of the many ways the Department is actively engaging to meet the increased demand.”
“We will never arrive at a position in the education system where we say that everything is perfect now, because it is constantly evolving, and new information and research are constantly coming through. We are working on it. We will endeavour to make sure we are doing the right thing.”
“There are 15,000 extra special education teachers in the education system. We want to make sure that we can mainstream as much as possible. I take the Deputy’s point on ensuring that we have those available in every school across the country. All of the assistive technology is being rolled out, which is important. For students who have a particular challenge with dyslexia or other reading or literacy issues, it will affect them into later life. Like the Deputy, we all meet people in adulthood, and we would be filling out a form for them, or whatever, and we can see that it has impeded their lives. We understand that. The most important piece is that there is constant investment in all aspects of specialised education. The NCSE and the Department are continuing to monitor this.”
“Therein lies the point. We are continuing to invest hugely, but we have to ensure that we get the outcomes of that investment for children and young people in primary and post-primary schools. There are a lot of teachers and SNAs across the education system. They are working extremely hard, and they are desperately committed to what they are doing. They are constantly looking at new initiatives and trying to find the best way of doing this. We are bringing in teacher training for special education to make sure that it is part of this. There is a constant discussion in relation to the reading schools. We know of the children and other individuals who have gone to the reading schools, and after a number of years, they are able to come back into mainstream school. We can see how that has benefited them. There is a huge volume.”
“There is a greater understanding of the needs, but also a greater understanding of the need to ensure that the resources we are putting in are targeted in a meaningful way. We need to ensure that the outcomes for children and young people are meaningful, and that they are equipped to lead the best life. To answer the specific question, we are constantly monitoring the resources that we are putting in to ensure we are targeting them in the proper way. I will come back to the Deputy on the other points in my concluding remarks.”
“A huge volume of work is being done by the special education teachers across the country. They are also doing a huge amount of work outside school time to make sure they are equipped to meet the needs of the children and give them the best possible education. We are constantly monitoring this. While the Government and the Department are putting in the resources, the question is whether we are having the desired outcomes. We have evidence to show the support that is being given in mainstream classes, and the outcomes are very positive. We are continuing to monitor that. As we have seen over the decades since Independence, education is constantly evolving, and it is continuing to evolve at the moment.”
“If she looks at the funding that we are giving to special education in particular, she will see that it has grown hugely in recent years and, as I said, we now have over 15,000 teachers. The policy, including international policy, is for children with educational needs to be in mainstream, insofar as is possible, and to support them in mainstream. We are providing a huge amount of funding through the various resources in the Department and the NCSE to ensure that children with dyslexia, in particular, can be accommodated in mainstream education. Much of the discussion that we have had in the House, with the NCSE, with the Department on a continuous basis and with the Oireachtas committee is to ensure that we are targeting children with dyslexia or other literacy difficulties in a meaningful way. We have put in the resources.”
“The NCSE has the responsibility for planning and co-ordinating school supports for children with special educational needs. The Department does not have a role in individual determinations. Funding is also made available to schools for the purchase of specialised equipment such as computers or software to assist children with special educational needs. This includes children with a specific learning disability, where relevant professionals recommend the equipment as being essential for the provision of education. Schools then apply to the NCSE. A continuum of education provision is in place, covering a full range of needs spanning placement in mainstream classes, with support through more specialised placements either in the special class or special school setting. The Deputy raised the issue of dyslexia in particular.”
“I thank the Deputy very much for raising the question and also for the change in time, which I appreciate. We in the Department, and the entire Government, have invested heavily in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support children with special educational needs, including students with literacy difficulties. Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on the Department's website. For the 2026-27 school year there will be, I think, 15,200 special education teachers allocated to primary and post-primary schools to enable them to support children with special educational needs.”
“An appeal was submitted by the school authorities and that is completely independent of the Department and of the Minister. The appeals submitted have been looked at. The DEIS plus programme has been put out there to ensure disadvantaged schools and communities are supported in a meaningful way and that we are targeting scarce resources right across the Department to ensure they are going to the most vulnerable. We understand fully the more we invest in education at a disadvantaged level and right across the education system, the better it is for society, but unfortunately the appeals system came back to say it stood by the decision made by the Department. We will continue, through DEIS plus and other programmes, to support the school the Deputy mentioned and also disadvantaged schools right across the country.”
“In the first instance, the school has the DEIS plus status. That status provides extra resources to communities and schools like the ones the Deputy has mentioned. It is important we acknowledge the work that is being done and the amount of money the Government is putting behind the DEIS plus programme and understand the disadvantage in communities across the country and in the ones the Deputy outlined. The challenge is ensuring we have proper governance. We have to have a cut-off date and 30 September has long been that date. I take the points because having been a public representative for a number of years I see where the numbers go beyond it. Unfortunately, the Department made a decision based on the numbers that were provided on 30 September. That date has been engrained in the primary system for a long number of years.”