Ireland is committed to build an inclusive education framework that seeks to ensure all children and young people (CYP), regardless of ability or background, can access equitable educational opportunities. This vision aligns with global commitment emphasising inclusivity as a core principle in education. However, for families and their children with special education needs and/or disabilities (SEN/D) to benefit from such inclusive practices, timely access to early screening, detection, and early intervention services is essential (American Academy of Paediatrics, 2020; Hunt, 2021). These processes are crucial for identifying the supports families and their children with SEN/D need to fully participate in their educational journey.

Despite progressive policy and legislative provisions such as the Disability Act 2005 and Education of Person with Special Educational Needs (EPSEN) Act 2004, significant systemic challenges persist. Delays in assessment and early intervention services continue creating barriers for families and children with SEN/D who are thriving. Data from 2022 revealed that 93,937 children in Ireland were on waiting lists for broader educational and disability supports, with thousands experiencing long delays before receiving initial assessments (Cullen, 2022). More recently, in 2024, 8,893 children were reported to be overdue for assessment, with 6,963 waiting for over three months (Cunningham, 2024). These recurring delays highlight ongoing systemic issues, leaving families without the necessary resources their children with SEN/D need during critical developmental periods (Szproch et al., 2025; Zwaigenbaum et al., 2015). In the context of inclusive education, such gaps also have clear implications for the effective implementation of inclusive education policy and practices, as families of children with SEN/D who do not receive timely supports may face additional challenges in accessing appropriate educational provisions and supports such as school placements, Special Needs Assistant (SNA) support, and assistive technologies.

This ongoing study seeks to examine how families of young children with SEN/D access early detection and intervention services in Ireland and explores the implications for inclusive education practices. Using  Bronfenbrenner’s bioecological model (2005) as a guiding framework, this study considers how individual, systemic, and societal factors interact to shape the experiential and educational outcomes of families and their children with SEN/D. It also highlights the growing need for culturally responsive policies and practices, particularly given the increasing diversity of the Irish population (Murphy & Sheridan, 2023, Ren & Mc Guckin, 2024). The objectives are to identify barriers to access and provide evidence-based recommendations to support the design of inclusive educational practices that address the diverse needs of all families.

A mixed-method design is adopted to capture both quantitative and qualitative insights. We are currently in the process of collecting quantitative survey data with an aim to survey 200 parents of young children across Ireland to capture a broad understanding of access to early identification and intervention services. Quantitative survey data will be complemented by in-depth interviews with parents to explore their experiences in greater depth, including potentially a subset of immigrant parents to provide additional insights into unique perspectives and challenges. Data collection is expected to be completed by August 2025. Analysis will focus on identifying systemic barriers, highlighting parental concerns and needs, and examining how improved access to early identification and intervention supports inclusive educational outcomes.

The study anticipates generating critical insights into the experiences of families of children with SEN/D and the barriers they encounter in accessing timely early identification, intervention, and educational support provisions. By examining these challenges, it aims to identify systemic inequities, such as delays in assessment processes and inadequate resources, which hinder the effective implementation of inclusive education policies. The research will offer actionable recommendations for policymakers, educators, and service providers to address these inequities and promote accessibility and equity within the education system. Preliminary findings will focus on deepening the understanding of how delays and gaps in early identification and intervention services impact families and their children with SEN/D’s access to education, including their ability to benefit from inclusive practices and achieve equitable educational opportunities and outcomes. Overall, the study aspires to provide evidence-based insights that inform the development of an inclusive education system in Ireland, addressing systemic challenges to ensure all children can thrive in school, family, community, and broader societal settings.

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