Dáil Éireann Debate, Tuesday - 24 February 2026
508. Deputy Sorca Clarke asked the Minister for Education and Youth whether mandatory specialist autism training is required for all teachers and principals in schools operating autism classes; if not, the reason for same; and whether she will commit to introducing mandatory, up-to-date training for all staff working in autism classes. [14364/26]
Amharc ar fhreagra509. Deputy Sorca Clarke asked the Minister for Education and Youth the number of primary and post-primary teachers who completed NCSE “Introduction to Autism” training in each of the past three years; the number who applied but did not receive a place; and whether additional training dates and capacity will be provided. [14365/26]
Amharc ar fhreagra512. Deputy Sorca Clarke asked the Minister for Education and Youth the oversight mechanisms in place to ensure autism classes are adequately resourced and staffed with appropriately trained personnel; and whether inspections assess specialist knowledge and implementation of evidence-based supports. [14368/26]
Amharc ar fhreagraI propose to take Questions Nos. 508, 509 and 512 together.
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 Education Needs (SEN) in mainstream classrooms.
Funded by the Department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
The Droichead Induction programme supports the induction and professional learning of primary and post-primary newly-qualified teachers (NQTs) into the teaching profession, thus laying the foundations for subsequent professional growth and learning.
Droichead offers a range of induction workshops for NQTs that provide complementary special education needs support addressing behaviour, inclusion, and differentiated support for all learners.
The Teaching Council reviewed its policy on standards for programmes of initial teacher education and published updated standards in Céim Standards for Initial Teacher Education in October 2020.
Céim includes seven Core Elements which shall underpin all aspects of programmes of ITE. One of these is inclusive education, which is defined as follows:
The term inclusive education refers to any aspect of teachers’ learning aimed at improving their capacity to address and respond to the diversity of learners’ needs; to enable their participation in learning; and remove barriers to education through the accommodation and provision of appropriate structures and arrangements to enable each learner to achieve the maximum benefit from his/her attendance at school.
The Council’s view of a truly inclusive approach to professional practice recognises that teachers encounter a diverse range of needs in the course of their teaching, regardless of setting. This will include additional learning needs (e.g. autism, dyslexia, dyspraxia) and learning needs associated with diverse linguistic, socioeconomic, cultural and ethnic (including Traveller community, Roma) backgrounds.
On an annual basis, the Department of Education and Youth provides funding for two distinct categories of post-graduate programmes for 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.
The aim is to provide substantial theoretical and practical continuing professional development for teachers working with students with special educational needs, contributing to the school’s overall capacity to meet the needs of pupils with special education needs, including autism.
In March 2025, my department wrote to the Teaching Council to initiate a process to move towards a mandatory assessed placement period in a special education needs (SEN) setting for all student teachers undertaking programmes of Initial Teacher Education (ITE). This measure is intended to strengthen student teachers’ preparedness to teach by developing their knowledge of responding to learners with diverse educational needs.
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 ITE providers in April 2025. A 100% response rate was received, providing comprehensive insight into existing provision and identifying areas requiring further development to meet the special education placement requirement.
The Teaching Council is preparing a draft Guidance Note for Higher Education Institutions (HEIs) in relation to an assessed special education placement period and has engaged with officials in my department and ITE providers throughout the development process. Subject to approval by the Teaching Council, this Guidance Note will be issued to HEI’s in advance of interim enactment in September 2026.
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 Department is committed to the training and support of teachers and school leaders to provide quality, inclusive teaching.
The data regarding “Introduction to Autism” training has been requested from the NCSE and will be forwarded to the Deputy's office once received.
