In this episode, I speak with Debbie O’Neill, principal of Scoil Eoin in Crumlin about Department-level proposals to remove diagnosis as a criterion for access to special classes and special schools, replacing it with a needs-based model relying on school-written reports assessed by an unnamed independent body. We discuss the context of a reported 257% rise in children requiring classroom support alongside only a 7% increase in SET hours since 2017, and the implications for resourcing systems linked to diagnosis (SERC). We compare international examples cited in documents (Portugal, New Zealand, Denmark and England), contrasting wraparound in-school clinical supports abroad with limited Irish provision, and warning of New Brunswick’s failed rapid inclusion approach. We outline actions for teachers and principals through unions and patrons, and long-term requirements including smaller class sizes and adequate clinical staffing.00:00 Podcast Intro00:33 Support Needs Surge01:47 Debbie Joins02:43 Removing Diagnosis05:18 How It Works Now06:24 New Needs Model09:34 Resource Reality Check11:37 SERC Allocation Risks13:50 Full Inclusion Push16:36 New Brunswick Fallout19:14 Portugal Done Right23:24 Wraparound Services Gap25:49 In School Therapy Myth29:00 Why Now Money Motive30:47 Inclusion Driven by Money33:04 Patrons Sold a Story34:20 UK Model Falling Apart35:27 Denmark Numbers and Resources38:26 New Zealand Framework Lessons41:52 What Teachers Can Do Now46:20 Making Inclusion Work Long Term49:56 Final Call to Action