Ms Madeline Hickey:

In regard to co-teaching, training is available to teachers. There is an online course, whole-staff training and training in education centres. The new teacher allocation model provides us with a great opportunity to look at the different models of support for schools and to work with teachers to ensure provision of a model that suits each child's needs, be that in-class support, small group support or one-to-one support. There are two circulars available in relation to the new model, Circular 13/17 and Circular 14/17. There are guidelines accompanying those circulars and there will be dedicated CPD for principals and staff in schools around the implementation of the new model and supporting children in schools.

In regard to the curriculum, I am encouraged by the developments around the level 1 and level 2 learning programmes and post-primary level and also the developments around the new primary curriculum. For the first time we now have dedicated CPD around the new primary curriculum for the special schools. I am pleased about that development.

On the question of whether a student at post-primary level doing level 1 can progress to LCA, that depends on the student and whether LCA is the appropriate programme for him or her. There is no reason he or she could not do so but, as I said, it would depend on whether the programme is appropriate.

With regard to CPD, there is very comprehensive collaboration between all of the services on the level 2 learning programmes, the junior cycle for schools programme, the Professional Development Service for Teachers, PDST, the Special Education Support Service, SESS, the National Behaviour Support Service, NBSS, and the new support service. I think it was mentioned that last year we provided more than 20,000 training days for teachers and in-school support to more than 1,200 schools. We are looking forward to continuing to enhance that provision going forward.