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Dáil
‹ An tOrd Gnó - Order of Business

Dublin 15 special education report

Summary

Deputy Coppinger asks why a task-force report on Dublin 15’s special-education shortage remains unpublished; the Taoiseach will check its status and acknowledges gaps in planning and data.

A task force on special education in Dublin 15 was set up in October 2024. Why, eight months after its final report was handed to the Minister, has it been buried and still not published? Dublin 15 is a fast-growing area with an acute crisis in school provision for children with additional needs. Three parents, all of whom have children with additional needs, gave up their time voluntarily to be part of the task force. They pushed for the strongest possible recommendations, many of which got diluted in the drafting. Among the recommendations were forward planning, a central database, good communication, a disability support hub and "substantial additional capital funding for appropriate places". They also asked for action on the teacher supply crisis.

Why is this report being buried? What is the Government afraid of in publishing it and being held to account? Was it just done to take this issue off the agenda in Dublin 15 before the general election? We need an additional special school in Dublin 15 and one more children's disability network team, CDNT, area as well.

Comment on this

I will check with the Minister of State with responsibility for special education in respect of that report and timelines for its publication. There is forward planning now. We brought forward the date by which parents and students apply for places in our schools. That has happened this year, as the Deputy must be aware. The establishment of a central database has to happen but I acknowledge it is not there yet. There have been substantial capital funding increases for education, particularly special education, which takes up a huge portion of the education capital budget. That provision for special education will continue this year. Special education is growing exponentially in terms of resources, whether they be special needs assistants, teachers or buildings. That is the story of where we are in terms of special education and it will continue to be the case.

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