Dáil Éireann Debate, Tuesday - 24 February 2026
539. Deputy Grace Boland asked the Minister for Education and Youth the number of teachers who have completed dyslexia-specific training through her Department or NCSE in the past three years; and whether further mandatory training is planned; and if she will make a statement on the matter. [14644/26]
Amharc ar fhreagra542. Deputy Grace Boland asked the Minister for Education and Youth if her Department or the NCSE maintains a dyslexia national prevalence database; and if she will make a statement on the matter. [14647/26]
Amharc ar fhreagraI propose to take Questions Nos. 539 and 542 together.
Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
The NCSE provides support for teachers with additional training needs in the area of special education, through the NCSE support service which 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. Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website (www.ncse.ie/tpl).
I am also pleased to say that, through the NCSE, we will be trialling an approach to support teachers’ capacity to meet the needs of dyslexic students. This programme will commence in a number of primary and post-primary schools in September 2026 and will see graduates of an M.Ed (dyslexia) programme supporting teachers in schools in their locality to identify and meet the needs of dyslexic students.
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.
