Jen Cummins
Question:530. Deputy Jen Cummins asked the Minister for Education and Youth the plans to incentivise further teacher training in relation to special education; and if she will make a statement on the matter. [6103/26]
View answerTuesday, 27 January 2026
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Written answers
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.
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.
Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with special educational needs in schools.
In March of this year, the Minister initiated a process to move towards a mandatory assessed placement period in a special education need (SEN) setting for all student teachers, supported by appropriate modules.
In seeking to gain a deeper understanding of the current landscape of school placement provision in special education settings, the Teaching Council conducted a survey across all Initial Teacher Education (ITE) providers in April of this year. The findings from the survey have been analysed and are being used to inform drafting of a guidance note for ITE providers.
This will hopefully support the Teaching Council’s decision-making in relation to the introduction of a two-week assessed student placement period in a special educational needs setting on an interim basis from September 2026 and the potential for its long-term inclusion in the revision of Céím, which are the agreed standards for the provision of ITE.
The move to mandatory assessed placements in special education settings builds on the already extensive changes to ITE in recent years to support a more inclusive education system.
In October 2020 the Teaching Council published revised Céim Standards for ITE. The revised standards place inclusive education as one of seven core elements which shall underpin all aspects of programmes of ITE. All new and existing ITE programmes were aligned with Céim from 2022.
In October 2024, the Teaching Council provided a report on the implementation of Céim, with a particular focus on inclusive education. The report provides a snapshot at system level of the range of approaches and innovative practice reflective of different contexts, in Higher Education Institutions, across the State.
On an annual basis, the department provides funding for two distinct categories of post-graduate programmes for existing Special Education Teachers:
Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
Funded by the department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
Finally, 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.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.