The Department of Education has today published an implementation plan to enact 51 recommendations from a review of the Education for Persons with Special Educational Needs (EPSEN) Act 2004. The review, which began in 2021 and was published on 25 June last year, examined whether the existing legal framework meets current policy, practice and family needs.
What the plan covers
The implementation document sets out actions across a range of areas identified by the review, with the stated aim of strengthening inclusive education for all pupils. Key areas of focus listed by the Department include:
- Assessment processes — improving how special educational needs are recognised and assessed;
- Children’s and parents’ rights — clarifying and reinforcing rights within the system;
- Language and practice — updating terminology and professional approaches;
- Supports and services — enhancing school-based supports and external services;
- Curriculum and transitions — embedding inclusion across learning and supporting key school moves;
- Professional learning — expanding training and development for school staff.
“This plan provides a clear roadmap for implementing the Review’s recommendations and strengthening inclusive education for every child,”
The Minister for Education, Hildegarde Naughton, described the plan as a roadmap and said successful delivery will require coordinated effort across government, schools, educators and families.
Background and concerns
The review identified 16 reform themes and produced 51 recommendations intended to modernise how the system supports pupils with special educational needs. Advocacy groups have welcomed the direction but warned that not every measure is being secured through immediate statutory change.
As I Am said the recommendations “offer a clear pathway for the Department to modernise Ireland’s education laws and policies to align with the UN Convention on the Rights of Persons with Disabilities”.
However, the charity expressed reservations about aspects of the package that it regards as deferred to wider reforms of the Education Act rather than being incorporated directly into an updated EPSEN Act. In particular, it highlighted concerns about statutory student support plans and access to independent mediation.
What this means for parents, pupils and schools
The implementation plan signals a move towards clearer processes and greater supports for pupils with additional needs, but delivery will be phased and dependent on interdepartmental cooperation and resource allocation. For parents and carers this means:
- Expect changes to assessment and support procedures over coming months and years, intended to make pathways into support more consistent.
- Some rights-based measures may await broader legislative reform, so immediate statutory guarantees for certain supports may not be in place yet.
- Schools should see additional professional learning opportunities aimed at improving inclusive practice.
| Key figures | Value |
|---|---|
| Review commencement | 2021 |
| Review published | 25 June last year |
| Recommendations | 51 |
| Themes for reform | 16 |
Families seeking clarity on how specific recommendations will affect their child should contact their school or local education authority for updates, and monitor departmental guidance as the implementation timetable is rolled out. The Department has said the success of the programme will depend on strong collaboration across government departments, schools, educators and families.
This publication represents a formal step from review to action; the pace and scope of change will become clearer as the Department begins to publish timelines and detailed plans for individual recommendations.
