Special classes or resourced provision, are features of many international education systems for students with disablities and special educational needs. From an inclusive education perspective they represent an example of problematic separate segregated provision (UNCRPD, 2016). This paper explores a phenomenon of  the rapid expansion of special classes for austictic learners in Ireland from 450 classes in 2013 to 3,500 classes in 2025 in mainstream schools. The drivers for this expansion are explored in the context of the history of special class provision in Ireland for other learners. Possible system and school responses to this unprecendented growth in this type of provision are then explored from an inclusive education perspective. The expansion comes at a time when Ireland has ratified the United Nations Convention on the Rights of People with Disabilites (UNCRPD )and a statutory agency the National Council for Special Education (NCSE) who have a policy advice function have recommended that Ireland progressively realise a fully inclusive education system. The contradictions between the policy guidance and experience in the system will also be explored. 

Proponents claim special classes enable students with more complex needs to be educated in smaller class groups when unable to access the curriculum in a mainstream class with support (NCSE, 2016). They can provide an opportunity for a more tailored curriculum to address a child’s strengths and needs (Kaufman and Hallihan, 2005; Ware et al., 2009; Banks et al, 2016; DES, 2019). 

The structure and support provided in ‘satellite’ special classes can be beneficial to students with autism (Croydon et al., 2019). It can facilitate a quieter, safer learning environment with less sensory overload (Hebron and Bond, 2017). 

The benefits as an interim measure are also claimed. It is located in a mainstream school and can be a more inclusive alternative to a special school (Travers, 2009; Hebron and Bond, 2017). Fixed time period placement can produce positive outcomes (Henefer, 2010). It can be ‘a safe step’ to a mainstream school (Croydon et al., 2019) and transition from a special school to a special class can be successful (Hebron and Bond, 2017; Croydon et al., 2019).

However, Tomlinson (1982) interprets such classes as a safety valve for the mainstream system allowing it to continue serving the needs of most but not all learners. Developing this argument Thomas (2013) sees their availability as letting the mainstream system off the hook in relation to inclusive practices preserving existing deep structures. 

Also from an inclusion perspective they reduce opportunities for learning with peers and developing social and academic skills (Freeman and Alkin, 2000). Many question the outcomes and the aspirations of supporting children back to mainstream provision. The majority of children spend most of their day in them and they have limited success in facilitating inclusion in mainstream classes (Mc Coy et al., 2014; DES, 2019).

They can be staffed by inexperienced teachers who feel ill-equipped with no additional qualifications and lacking in knowledge of specialist approaches (Banks et al., 2016; DES, 2019). Special class teachers can experience isolation in the role (Balfe, 2001; Finlay et al. 2019).

This paper explores the possible drivers behind the expansion of classes and system responses to reversing and changing the trend and model of support.

The paper draws on statistical data on special class provision from the Department of Education, the Central Statistics Office, and the National Council for Special Education (NCSE), Irish policy documents, reports and legislation that reference special classes, research in the area and commentary. It also includes an analysis of the literature on special classes and on the claims and criticisms relating to them.

Looking at the profile of special classes in mainstream schools in 2025 there is a large imbalance in favour of autism classes which account for 87% of all classes (NCSE, 2025). In 2013 it was 66% of classes. While push and pull factors can be explained to account for the growth, the rationale for the imbalance is less clear. Demographic factors, increased diagnosis, the emergence of specialist teaching approaches, the attractiveness of the support provision, parental and professional preference for separate provision within mainstream schools, effective advocacy and awareness raising from support bodies, increased funding for teacher education, the allocation of special educational needs assistants aligned with legislative and policy support are likely candidates contributing to increased demand. In addition, the absence of a more sophisticated model of mainstream support with too much of a gap between the existing special education teacher support for the mainstream class and the special class option may also be a contributing factor. These findings are discussed in the context of moving to more inclusive models of support in line with UNCRPD expectations.

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