Dáil Éireann Debate, Wednesday - 13 May 2026
80. Deputy Cathal Crowe asked the Minister for Education and Youth whether a 'comprehensive assessment of behavioural function' is a mandated requirement in special schools and ASD units when addressing high-risk behaviours of concern; the specific personnel or clinical professionals tasked with carrying out these assessments; and if she will make a statement on the matter. [35452/26]
View answer81. Deputy Cathal Crowe asked the Minister for Education and Youth the specific professional qualifications and clinical experience required for National Council for Special Education personnel and school staff who hold responsibility for managing and understanding 'behaviours of concern'; if these requirements are equivalent to the behaviour specialist standards mandated in the adult intellectual disability sector (specifically a Master's degree in Behavioural Science and supervised clinical experience); and if she will make a statement on the matter. [35453/26]
View answerI propose to take Questions Nos. 80 and 81 together.
The Board of Management of each school is responsible for the care and safety of all of the pupils in their school. Schools should supervise and support children who are distressed or exhibiting behaviours which are of concern to others until they have recovered and are able to re-engage in the classroom.
Schools may seek advice from their local National Educational Psychological Services psychologist, from the NCSE’s Support Service as to how children with behavioural needs can best be supported in school.
Training is available for schools in relation to the provision of support for children with special educational needs from the NCSE’s Regional Support Service. This service can, as part of the designated training modules, provide guidance for schools in relation to the management of difficult behaviour.
A range of guidance is available for schools in relation to the management of student behaviour. Tusla's Educational Support Service, has published guidelines for schools on Codes of Behaviour which all schools are required by law to have in place. The Department published the "Understanding Behaviours of Concern and Responding to Crisis Situations in Schools" guidelines. These guidelines were developed in response to an identified need for clearer guidance for schools. These guidelines were developed in response to an identified need for clearer guidance for schools. They aim to enhance schools' understanding of behaviours of concern and support them in effectively managing crisis situations. The guidelines will support schools to develop a whole school positive approach to behaviours with particular emphasis on prevention, early intervention and de-escalation.
The guidelines place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school. The guidelines also provide information on dynamic risk assessment.
The NCSE recently launched Relate, a comprehensive resource to support behaviour using neurodiversity affirming approaches. This resource is accompanied by a full breadth of training supports from the NCSE Behaviour and Wellbeing team, including in person visits, sustained support to special schools, the behaviour for learning programme for post primary schools, and in person and sustained support in special classes and primary schools.
The NCSE recruit Advisors who are seconded teachers and Behaviour and Wellbeing Facilitators to the Behaviour for Learning and Wellbeing and Autism inclusion team. The NCSE Behaviour for Learning and Wellbeing Advisor and Autism Advisor posts are secondment opportunities. Secondments are available to teachers in post who have not availed of secondment in the previous 5 years. Advisors provide teacher professional learning to schools.
The Behaviour and Wellbeing Facilitators posts are permanent and are an open competition. The essential requirements are the following:
• A recognised university NFQ Level 8 degree in a relevant discipline such as teaching, education, psychology or social care
• A related post graduate NFQ Level 9 qualification in the area of Special Education, Psychology, Intellectual Disability or other relevant field
• At least five years’ experience of working with children or young people in a special education context
• Have a full Irish Drivers licence with access to a car
All members of the NCSE Autism Behaviour Inclusion Team work within the scope of NCSE Relate and the Autism Good Practice Guidance and are committed to neurodiversity affirming practice.
Finally, the Department of Education aims to facilitate every individual through learning, to achieve their full potential and to ensure that the education system upholds the rights of every individual to receive an education appropriate to their needs.
To support this, there has been significant growth and investment in disability and special education related supports for students in Ireland. In 2026, investment in special education has increased to €3 billion and allows for the recruitment of an additional 860 special education teachers, 1,717 Special Needs Assistants (SNAs) and the provision of an additional 3,000 places in special schools and special classes as well as the roll out of the new Educational Therapy Service.
