Written answer
Special Educational Needs
The Minister referred class data to the NCSE, while highlighting AIM’s expanding early-years inclusion supports and their role in transitions to mainstream education.
98. Deputy Liam Quaide asked the Minister for Education and Youth the number of early intervention classes operating, and the number of places available, in each school year from 2022-2023 to 2026-2027, broken down by county, in tabular form; and her views on the value of early intervention classes to autistic children who have difficulty transitioning to mainstream primary school/primary special school. [74605/26]
Comment on this
In addition to the supports available through the Access and Inclusion Model, or AIM, programme under the Department of Children, Disability and Equality, my department provides funding for the provision of early intervention special classes for children aged 3 -5 years old with a diagnosis of autism. I have asked the NCSE to provide the detailed information requested directly to the Deputy.
As the Deputy will be aware, the Access and Inclusion Model under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with additional needs in the Early Childhood Care & Education, or ECCE, programme.
Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care.
There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years. I am happy to report that for 2027; funding has been secured to ensure that approximately 8,450 young children with disabilities and additional needs will have access to the AIM programme.
I also understand that from September 2027, the Access and Inclusion Model for children with disabilities in ECCE will be extended to children under three years old, benefiting an estimated 1,000 young children. This is a direct increase in targeted support for early years disabled children.
It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter.
Supporting very young children with additional needs to access mainstream early education and care settings is a key element in developing a more inclusive early years and education system into the future where children with additional needs access local settings and schools with their peers and siblings.