Dáil Éireann Debate, Thursday - 14 May 2026
308. Deputy Shane Moynihan asked the Minister for Education and Youth the plans to expand CPD opportunities for primary school teachers in the area of literacy difficulties, including dyslexia; and whether additional accredited programmes will be supported or recognised by her Department in order to address current gaps in provision. [36418/26]
Amharc ar fhreagraEnabling 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 promotes that students will be supported to receive an education in the most inclusive setting possible.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016 www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf.
A range of options are available to teachers in regard to training opportunities in special education. These are provided within initial teacher education (ITE) programmes for student teachers and teacher professional learning (TPL) programmes for established teachers. The programmes provided include flexible on-line opportunities right through to funding for post-graduate programmes for special education teachers.
In addition, the National Council for Special Education (NCSE) offer full school support to all staff and provide support for teachers with training needs in special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training need.
A host of skills and teaching approaches are required every day by teachers in their classrooms. The NCSE support service is vital in this regard to ensuring teachers have the training needed to support all students to ensure no matter where a child is enrolled, they are supported and provided the opportunity to reach their full potential. It is open to any school who feels it has a training need to contact the NCSE and arrange training.
In 2025, my colleague, Minister McEntee, requested the Teaching Council to make it mandatory for all student teachers to undertake one mandatory school placement in a special education setting. This is a key development and should help to ensure newly qualified teachers have the necessary skills and experience to support students with additional needs.
Oide, the Department funded support service for teachers and school leaders, offer bespoke in-school professional learning to teachers working across mainstream classrooms, special classes within mainstream schools, and Special Education Teaching (SET).
Oide facilitates continuous professional development for teachers in an early literacy intervention called Reading Recovery (RR). The intervention is both research and evidence based. It is a short-term, intensive, individualised intervention for children experiencing significant difficulty with reading and writing, after one year of primary school. Aligned with the SEN guidelines (2025), this intervention ensures that children with the greatest level of need receive the greatest level of support.
Budget 2026 has provided funding to support the training in the area of special educational needs and my department and the NCSE are committed to looking at further options to enhance training and supports for teachers and SNAs.
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 achieve their full potential.
