Special education reform: concerns over assessments, admissions and school capacity

Between December 2024 and early 2026, the Government has announced a series of special education reform measures affecting how children with additional educational needs access assessments, special classes and special schools.

While the stated aim is to reduce delays and improve access to supports, school leaders and education professionals have raised concerns about how these changes will operate in practice. (special education reform)

Proposed removal of professional reports from admissions

In December 2024, Minister for Children Norma Foley announced that the Government intends to remove the requirement for professional reports, including Assessments of Need, as part of entry requirements for special schools and special classes.

The objective is to reduce reliance on lengthy assessments and enable children to access educational supports more quickly.

The Department of Education has indicated that this new admissions framework is unlikely to be implemented before the September 2027 school year, with parents expected to have clarity by October 2026.  

Response from special school principals

On 10 December 2025, the National Association of Special School Principals (NASSP) issued a public statement expressing serious concern about the proposed removal of the requirement of professionalreports.

NASSP confirmed that the decision was announced without consultation with special schools or their own expertise and experience.  

Principals emphasised that professional reports are central to informed admissions decisions. Special schools are designated to support specific learning profiles, and admissions decisions involve assessment of suitability, staffing, resources and duty of care.

The NASSP warned that admitting students without diagnostic or developmental information increases the risk of inappropriate placements, undermines planning and may compromise pupil safety in what is already an under-resourced setting.  

Assessment of Need reform

Alongside admissions reform, the Government announced targeted changes to the Assessment of Need (AON) process during 2025.

The Disability Act 2005 requires assessments to be completed within six months, yet average waiting times are reported to be approximately 27 months, with at least 18,000 children awaiting assessment and projections indicating that this will rise to 22,000.

Proposed reforms include legislation to introduce a needs-based assessment model and the establishment of 11 new assessment teams comprising approximately 44 clinicians.

While the Government has stated that parents’ rights to apply for an AON will remain, no firm date has been given for expected compliance with the statutory six-month timeframe.  

Capacity pressures in schools

The impact of policy special education reform is already being felt at the school level.

In February 2026, a north Dublin primary school highlighted its inability to open additional autism classes despite clear local demand, citing a refusal of funding for modular accommodation.

Although the classes were sanctioned in principle, the lack of physical space prevented the school from proceeding.

This reflects a broader issue. Schools are being asked to expand special education provision without corresponding capital investment, leaving children without appropriate placements despite statutory entitlements.

Circular 0039/2025 and admissions law

In parallel special education reform, the Department of Education issued Circular 0039/2025, which applies to admissions for the 2026/2027 school year.

The Circular requires schools to review admissions policies for special classes and special schools to remove restrictive criteria and soft barriers, ensure non-discriminatory selection processes and comply with waiting list obligations under the Education (Admission to Schools) Act 2018.

Notably, the Circular continues to rely on professional reports and NCSE confirmation for eligibility, creating tension between existing admissions law for 2026/2027 and the longer-term policy objective of removing professional reports from admissions entirely.  

The need for coherence and consultation

There is broad agreement that reform is necessary.

However, changes to assessments, admissions criteria and school obligations must be coherent and properly sequenced.

Professional reports currently play a central role in safeguarding, planning and resource allocation.  

Without clear guidance, adequate resourcing and meaningful consultation with schools, there is a risk that reform will shift pressure within the system rather than resolve it.

As implementation progresses towards 2027, careful scrutiny will be essential to ensure that children’s rights are protected in practice as well as in policy.