I thank the Deputy for his engagement in relation to this issue. The assistive technology scheme supplements the overall funding provided to schools for digital technology and equipment. It supports children who require essential specialised equipment to access the school curriculum. Assistive technology is a critical enabler for students with special educational needs, allowing them to benefit fully from the modern, technological-focused education system. The Department of Education and Youth recognises the significant benefits of assistive technology in school settings, particularly for students with more complex needs. It supports access to the curriculum and encourages classroom participation and positive educational outcomes. Under the current scheme, schools receive funding towards computers and specialised equipment required for educational purposes. To qualify, a student must have a diagnosis of a physical or commutative disability and a professional assessment confirming the equipment is essential to access the curriculum. The review of the assistive technology scheme is at its final stages and has culminated in a new circular which I expect to announce in September 2026. A key outcome is a planned move from a diagnosis-based model to a needs-based approach. This will give schools greater autonomy to determine when assistive technology is required, reduce administrative burdens and improve timely access to supports. A streamlined application process is also being developed for implementation. These changes aim to deliver a more responsive, effective and child-centred scheme. The Department will continue to routinely examine the level of grant aid payable under the assistive technology scheme to ensure that the level remains appropriate and aligned with the needs of children who require assistance. Ultimately, any child who needs assistive technology to access the curriculum will receive it. In line with the policy and funding parameters of the scheme, promoting assistive technologies is a programme for Government commitment and a key ministerial priority.
Sentiment score: 0.35
By way of background, 85% of the applications processed for assistive technology between January and June have been approved. We are always conscious of those who fall outside the scheme. Hence, the drawing up of the new circular to ensure that we are taking into account students and children who are outside of the scheme but who would greatly benefit from it. The Deputy has spoken to me a number of times about the child in question. I understand the challenges that are there as well. The aim of the new circular the Department is creating is to ensure that we will accommodate every child who would benefit greatly from the scheme, that the administrative burden on schools and school communities is reduced and that we make the scheme more streamlined. We expect to issue the circular in September 2026.
Sentiment score: 0.31
We are very conscious of the issue. A huge number of groups that I have met over the past while, particularly on the dyslexia side, have all been discussing assistive technologies. That is also the case for children who are non-communicative and non-verbal. Assistive technologies are extremely important for them. The Department set out to compile a new curriculum because of the challenges and parameters within the old curriculum to ensure that we are reaching as many students as possible. We fundamentally believe that this is hugely important. Funding right across the Government is subject to discussion not just on Question Time; we have to also discuss it in the context of the forthcoming budget. We are quite well aware of the impact that funding through the assistive technology scheme has on young people. It enables them to go to primary school and then on to post-primary school as well.
Sentiment score: 0.23
Yes, from September.
Sentiment score: 0.40
I thank the Deputy. By way of background, the number of SNAs working within the education system has grown significantly to support the increasing number of students with special education needs, both in mainstream schools and in special schools and classes. By the end of this year, there will be approximately 26,000 SNAs in our education system. In recognition of the importance of the SNA role, the Department established the SNA workforce development unit and on 3 June 2026 published the first SNA WDP. Built around five strategic pillars, the plan recognises the vital contribution SNAs make to supporting children and young people with additional 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 all school communities. The actions set out in the SNA WDP were developed over a period of more than two years through extensive engagement between the Department of Education and Youth, Fórsa and other stakeholders. Direct stakeholder consultation on the plan included: focus groups with SNAs, teachers and school leaders; consultation with children and young people; a survey of SNAs with which more than 13,000 SNAs engaged; and a number of online webinars with SNAs and school leaders. I note the outcome of the ballot by members of Fórsa to not accept the plan. While I am disappointed by this outcome, the Department remains committed to constructive engagement with Fórsa and available to engage in relation to these matters. The Department continues to work with all stakeholders to achieve sustainable improvements for the SNA workforce in pursuit of 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 his or her full potential.
Sentiment score: 0.47
I cannot emphasise enough the respect that the Minister, Deputy Naughton, and I have for special needs assistants and the contribution they make to education. In March, we met the SNAs to have further engagement and consultation with them and to understand their roles. The workforce development plan is the first significant piece of work that has been done to plan for SNAs, not just in the here and now, but into the future. Huge consultation and engagement has taken place on this. However, the Department received official confirmation from Fórsa towards the end of last week, and the Department has written back for further engagement. We are open to continuing dialogue because we fully respect and appreciate the role of the SNA right across the education system in allowing young people to achieve their full potential. The key note here is the Department remains open to discussion with them to engage further.
Sentiment score: 0.49
There has been huge engagement by the Department on the development of the workforce development plan over the past two years. A large amount of engagement and meetings were held. It is the first workforce development plan. There was concern regarding redeployment. The circular and all of those documents were worked through and co-designed very carefully with the SNAs in mind. We wanted to ensure that we understood the concerns of the SNAs. The Department has written back this week to confirm that it remains committed to constructive engagement with Fórsa and is available to engage on these matters. That is the communication we have sent back to Fórsa and that is the commitment we can give the Deputy. We remain committed to constructive engagement with Fórsa, the union representing the SNAs, because we value the role of SNAs across the education system and the commitment and work they provide to allow children with additional needs to avail of a fully functioning education system. All of us across the House accept and appreciate the role of the SNA, and I am deeply committed to further engagement.
Sentiment score: 0.46