Mark Wall
Question:470. Deputy Mark Wall asked the Minister for Education and Youth if she will consider including mandatory special education training and behaviour management as part of teacher training in Ireland. [36617/26]
View answerTuesday, 19 May 2026
Questions (470)
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.
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 2025, 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 SEN 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.
Oide’s Leadership team are facilitating the Caidrimh Programme. This provides professional learning and support to guide special schools in effectively collaborating, sharing, and distributing their roles and responsibilities to create a school environment that is responsive and inclusive to diverse needs.
The Department of Education funds the Teacher Fee Refund Scheme which provides funding towards the cost of course participation and examination fees on successful completion of teacher professional learning courses, including inclusion programmes.
A range of guidance is available for schools in relation to the management of student behaviour. Tusla's Educational Welfare 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 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 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 continues to update current TPL courses and design new courses in response to the needs of teachers. Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website.
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.