I move: That Dáil Éireann shall take note of the Report of the Joint Committee on Disability Matters entitled "Report on Inclusive Education for Persons with Disabilities", copies of which were laid before Dáil Éireann on 25th March, 2026. I welcome the opportunity to move this motion and to present the committee's report on inclusive education for persons with disabilities. I acknowledge the disabled learners, families, educators, representative organisations, service providers and other experts, especially Corpus Christi Primary School in my own constituency of Limerick city and St. James's Primary School in Dublin, who contributed to the committee's work. Their input was invaluable. Their lived experience, expertise and insights were central to the development of the report and its recommendations. While reading the report, I encourage the Minister of State and his officials to look especially at the Sky is the Limit programme operating in Corpus Christi Primary School in Moyross in my constituency of Limerick city. The school both presented before the committee and hosted members of the committee at the school on the importance of this inclusive education project. The project aims to provide psychological support to members of the school community and the surrounding community, recognising that education does not end at the school gate. The programme embeds counselling, therapy and family support services within the school environment, thus allowing pupils and parents to access help that would otherwise be difficult for them to navigate. It is a model that could be looked at as part of needed changes to how we deal with the issue of special education. We cannot rinse and repeat the same tired and outdated approach to special educational needs. We need to do much better. The community of Moyross has faced many challenges over the years, from organised crime and drug dealing to violent feuds and deprivation. The work community members have done, particularly in partnership with the local school, has turned the area into a thriving community with one of the best primary schools in Limerick, if not the best. I mention this just to highlight how important inclusive education is not just for children but for their teachers, their family members and the wider community. On the report itself, the Joint Committee on Disability Matters undertook a comprehensive examination of inclusive education for persons with disabilities through a programme of public meetings, engagements with stakeholders and consideration of written submissions. The committee's work was guided by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities, which recognises the right of persons with disabilities to education without discrimination on the basis of equal opportunity. The committee considers inclusive education to be a fundamental rights issue. Inclusive education is not solely about where a child is educated. It is about ensuring that all learners can participate, communicate, belong and achieve their full potential within the education system. The committee's 33 recommendations provide a practical roadmap towards a more inclusive education system. The committee heard that significant progress has been made in recent years through investment in special educational supports, special classes and additional teaching resources. However, witnesses also identified significant barriers that continue to impede the full realisation of inclusive education. A recurring theme throughout the committee's engagement was the need to strengthen Ireland's legislative and policy framework so that it more fully reflects the principles and requirements of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities. The committee therefore recommends that legislation, policy and practice be reviewed and strengthened to support a rights-based approach to inclusive education to advance Ireland's obligations under the convention. Witnesses emphasised that inclusive education is not solely about access to supports and services. It is also about ensuring that learners experience belonging, participation, dignity and respect within their schools and education communities. The committee heard that many families continue to experience difficulties accessing educational supports and services. Witnesses highlighted the importance of ensuring that supports are responsive to the needs of learners and are available in a timely and equitable manner. The committee recommends that access to supports become increasingly responsive to the needs of learners and less dependent on diagnostic labels alone. The committee also heard significant evidence regarding workforce shortages across educational psychology, speech and language therapy, occupational therapy and other specialist services. Witnesses highlighted the impact these shortages can have on participation, communication, educational attainment and well-being. The committee, therefore, recommends the development of a national workforce plan to address staffing shortages and improve access to specialist supports. The committee heard strong evidence regarding the importance of communication rights and access to appropriate communication supports. Particular attention was drawn to the experience of deaf learners, the implementation of the Irish Sign Language Act 2017 and the importance of ensuring access to Irish Sign Language and other communication supports, including augmentative and alternative communications. The committee recommends strengthening the implementation of communication rights and improved access to the supports necessary to enable learners to participate fully in education. The committee also heard evidence regarding the importance of learner voice and participation in decision making. The committee emphasised that disabled learners should be supported to participate in decisions affecting their education and that their views should be taken into account in education planning and policy development. Witnesses highlighted the benefit of inclusive education practices and school environments that are designed to accommodate diverse learners from the outset. The committee, therefore, recommended the further embedding of universal design for learning principles across teacher education, continued professional development and classroom practice. The committee heard evidence regarding the value of multidisciplinary working and the importance of closer collaboration between education, health and disability services. The committee recommended the expansion of initiatives, such as the in-school therapy support demonstration project and strengthened inter-agency co-ordination to support learners and families. The committee also examined transitions between early years settings, primary education, post-primary education and further and higher education which were identified as particular points of vulnerability for learners with disabilities. The committee recommended improving planning, co-ordination and continuity of support during these transitions. The committee considered barriers experienced by disabled learners in further and higher education and recommended continued action to improve accessibility, participation and support across all stages of the education system. Evidence received by the committee highlighted concerns regarding the use of reduced timetables and the impact that such arrangements can have on educational participation. The committee recommended that reduced timetables should be used only in exceptional circumstances for the shortest possible period and subject to appropriate safeguards and oversight. The committee also heard evidence regarding the need for stronger data collection and monitoring and accountability mechanisms to support evidence-based policymaking and measures progressing towards inclusion. The committee recommended improved collection and publication of data to support planning, transparency and accountability across the education system. A consistent message throughout the committee's work was that disabled people and their representative organisations must be involved in the development of policies that affect their lives. The committee, therefore, emphasised the importance of consultation and coproduction with disabled learners, families and disabled organisations in accordance with the principles of the United Nations Convention on the Rights of Persons with Disabilities and the principle of "nothing about us, without us". The committee recognises that achieving inclusive education will require sustained implementation, co-ordination and accountability across government. The report, therefore, recommends a co-ordinated approach to implementation and involving the education, health and disability sectors. Progress will depend, not only education policy, but also on disability services, health support, transport, workforce planning and broader societal inclusion. The committee believes that the implementation of these recommendations will support the development of an education system in which all learners, regardless of their disability, are able to participate fully, achieve their potential and enjoy equal opportunities throughout their educational journey. I look forward to other Members' contributions. I will come back in at the end of the debate.

Sentiment score: 0.38

I thank the Minister of State for his kind and supportive comments for the committee and its members. It is much appreciated. I thank all of the members of the committee who contributed to the report, turned up to meetings, read all of the submissions, made suggestions, changes and amendments and helped us to deliver what I believe is a good report. I hope it will be accepted. I want to I record my thanks to the committee secretariat, ably led by Mairead O'Donovan and supported by Ronan O'Connor and Tracey Driscoll, who did a fantastic job in delivering the report. Inclusive education, as I said, is not simply about access to school places but also participation, belonging, communications, achievement and equal opportunities. Last week, as Deputy Ó Murchú said, members of the Committee on Disability Matters visited New York city to attend events around the application of the United Nations CRPD on its twentieth anniversary. The committee's recommendation provides a practical roadmap to advance inclusive education in Ireland, in line with Article 24 of the UN CRPD. I take this opportunity to thank ambassador Fergal Mythen and the team at Ireland's permanent mission to the UN for the fantastic support they gave the committee in terms of organising meetings and events and hosting meetings at the permanent mission across the road from the UN. The meetings were very useful and there were learning experiences for all of us. I thank the members of the committee and committee secretariat for their work in developing the report and all of those who engaged with the committee throughout the process. The committee hopes that the recommendations contained in the report will assist in advancing an education system in which every learner is valued, supported and enabled to participate fully. I again thank everybody who contributed to the report.

Sentiment score: 0.58