1572. Deputy James Geoghegan asked the Minister for Education and Youth to review correspondence in relation to a person concerning schools (details supplied); and if she will make a statement on the matter. [64245/26]

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 relevant legislation which underpins my department’s policy in relation to providing special educational needs supports to state recognised schools is Section 10 of the Education Act, 1998, which explains that a recognised school means a school which is recognised by the Minister under the Act.

Furthermore, under the EPSEN Act 2004, ‘school’ means a recognised school and “student”, in relation to a school, means a person enrolled at the school within the meaning of the Education Act.

Students that are not enrolled in recognised schools are not comprehended under the provision of services by the National Council for Special Education as specified under section 7 (3) of the EPSEN Act.

My department provides resources to State-recognised schools to ensure that children with special educational needs have access to an appropriate education with additional supports as necessary. 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 promotes that students will be supported to receive an education in the most inclusive setting possible.

The NCSE is responsible, through its network of local Special Educational Needs Organisers (SENOs), for processing applications from schools for special educational needs supports, including Special Needs Assistant (SNA) support.

SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.

The provision of therapy supports for children with disabilities and the Children's Disability Network Team (CDNT) service is the responsibility of the Department of Children, Disability, and Equality, and the Health Service Executive (HSE). Any queries in this regard should be addressed directly to that department and the HSE. Queries relating to primary care and mental health therapy services is the responsibility of the Department of Health.

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.