321. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether she has assessed the impact of the removal of references to therapy plans and therapy-related supports from the revised SNA role on children with cerebral palsy and other significant physical disabilities attending mainstream schools; the way in which schools are expected to implement physiotherapy and occupational therapy recommendations where HSE therapy services are unavailable; and if she will make a statement on the matter. [48766/26]

322. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether children with cerebral palsy who attend mainstream schools and who have significant physical care needs but little or no learning disability were specifically represented during the development of the Special Needs Assistant Workforce Development Plan 2026–2037; and if she will provide details of the organisations and parent representatives consulted in this regard; and if she will make a statement on the matter. [48767/26]

323. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether she will establish a formal consultation mechanism with organisations representing children with cerebral palsy and their families to inform future implementation of the SNA Workforce Development Plan; and if she will make a statement on the matter. [48768/26]

I propose to take Questions Nos. 321, 322 and 323 together.

I propose to take PQs 321 , 322 and 323 together.

I would like to thank the deputy for their questions.

My department published the first Special Needs Assistant (SNA) Workforce Development Plan (the Plan) and a number of associated policy documents on the 3 June 2026.

The SNA workforce has grown significantly in recent years and now includes almost 25,000 staff across primary, post-primary and special schools. Built around five strategic pillars and delivered in close consultation with stakeholders, the Plan recognises the vital contribution SNAs make to supporting all children and young people with special educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.

Section 8.2 of Circular 0032/2026 which was published on the 3 June outlines the role of the SNA in the provision of therapy supports as follows:

“SNAs shall assist students to access therapy support in schools or assist a therapist in providing support to a student or assist the student to perform therapy tasks, as directed by a qualified therapist or under the direction of the teacher, as set out in the Student Support Plan or relevant report as appropriate.”

Furthermore, as outlined in the SNA Guidance document: “The SNA may provide support to a student only in circumstances where they are directed to do so by a qualified practitioner. Directions regarding this support will be provided to the SNA through various methods including coaching, modelling or in writing, in line with the SSP or relevant report, as appropriate.”

This is in line with the previous circular which states “The role of the SNA is to support the care needs of a child. Therefore, while it is appropriate for SNAs to assist students to access therapy support in schools, or to assist a therapist in providing support for a child or assist the child to preform therapy tasks directed by a therapist, it is not appropriate for an SNA to be expected to be responsible for the management or provision of therapy services in view of the particular skill-set required to deliver therapeutic interventions”

Both the new and preceding circulars provide for implementation of physiotherapy and occupational therapy recommendations, based on directions received from qualified professionals as is in line with best practice procedures and the skill set required to delivery therapeutic intervention.

The Plan has been developed in close consultation and collaboration with stakeholders including SNAs. The Plan was supported by five separate working groups comprising a wide range of stakeholders which met on 55 occasions, providing input from a number of perspectives whilst ensuring child centred approach for all children and young people. These stakeholders include SNAs, school management bodies, Fórsa the recognised trade union which represents SNAs, the National Parents Council, the Children’s Rights Alliance and HSE. An additional stakeholder group met on four occasions which included representatives from advocacy groups such as Inclusion Ireland, National Disability Authority, Féach and Irish Secondary School Union.

During the research for the development of the Plan, my department facilitated focus groups with 138 children and young people from diverse backgrounds and those with and without identified special educational needs to ensure their views were also captured for input into policy development. The full report on this consultation is available on the SNA Information Hub: www.gov.ie/en/department-of-education/publications/the-role-of-special-needs-assistants-report-on-the-consultation-with-children-and-young-people/.

All this research, meetings and consultation with SNAs and other stakeholders fed into decision making and directly influenced the final text of the Plan and associated published documents, which have now been published.

Details on the Plan and the associated published documents are available on www.gov.ie at: www.gov.ie/en/department-of-education/campaigns/special-needs-assistant-sna-workforce-development-plan/.