523. Deputy Catherine Ardagh asked the Minister for Education and Youth the reason Eircodes are not included in announcements of new autism classes; if she will include them in future to make locations clearer for parents; and if she will make a statement on the matter. [28569/26]

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.

My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 432 have been sanctioned to date and more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.

Details of the new special classes are available on the NCSE website. The details provided include the name and address of the school as well as the class type. The roll number which is the key identifier for schools is also included.

Five inclusive special classes have also been sanctioned as part of a new approach to supporting students with additional needs. This builds on good practice that helps students with additional needs learn alongside other students in mainstream classes, while also having time during the day to receive extra support in a special class. This approach formalises good practices already in place in many schools and aligns with national policy developments on inclusive education.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.