Dáil Éireann Debate, Tuesday - 16 December 2025
428. Deputy Barry Heneghan asked the Minister for Education and Youth the number of teachers currently working in special education teaching roles hold a recognised qualification in special education; if she will provide this information in tabular form; if the Department plans to expand conversion or upskilling routes; the training is provided to external professionals who work with schools; and if she will make a statement on the matter. [71400/25]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide. Schools are supported through building the capacity of teachers to deliver an inclusive education system.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher.
Central to Initial Teacher Education policy in Ireland is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance.
Inclusive education is a mandatory element of initial teacher education (ITE) programmes. Within further updated standards which the Teaching Council adopted in 2020, known as Céim Standards for Initial Teacher Education, inclusive education was further strengthened as one of seven core elements which must underpin all aspects of programmes of ITE.
Furthermore, the department has initiated a process to move towards a mandatory assessed placement period in a special education needs setting for all student teachers. As part of this, it is envisaged the Teaching Council, on behalf of the department, has conducted a survey across all Initial Teacher Education (ITE) providers to gain a deeper understanding of the current landscape of school placement provision in special education settings. This will support the consideration of the Teaching Council in the development and approval of a Guidance Note for Higher Education Institutions, around an assessed student placement period in a SEN setting, working with a view to supporting initial change in September 2026.
Additionally, funded by the Department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
The Department funds over 300 places on postgraduate professional development programmes in collaboration with HEI nationally.
The Department provides a suite of professional development programmes developed and delivered by NEPS in supporting children and young people with special educational needs.
The NCSE provides supports to teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level. The NCSE Support Service manages, co-ordinates and develops a range of supports in response to identified teacher training needs. This included Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers.
The Department does not maintain records regarding the additional qualifications of qualified teachers however, my department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
