Marc Ó Cathasaigh (Waterford, Green Party) | Oireachtas source

Before I discuss CPD, I will refer to provision within schools, as mentioned by Deputy Flaherty. One of the witnesses mentioned a pilot scheme to provide speech and language therapy in schools. Recently I visited a school in Waterford city that has children from three children's disability network team, CDNT, areas. I believe the scheme could be provided within the school. I have the same opinion about school meals - when the State has children, it should feed them. When the State has children, it should provide supports. In the case of the school I visited, one of the CDNT areas provides support out of Dungarvan. When a child who attends a school in Waterford city centre seeks to access supports, he or she must travel more than 40 km to Dungarvan. It does not make a great deal of sense to me.

I wish to refer to the benefits of co-location, as already addressed. Co-location allows therapists to engage with teachers. There is huge learning to be had in terms of a time saving for parents and children, the children can access supports in an environment in which they are comfortable and teachers can get there as well.

On CPD, is enough support given to providing targeted professional development? Notwithstanding the fact that teachers are trained in special education when undergoing their initial teacher training, the completion of a five-day summer course is not sufficient to allow people to step into a special classroom. A whole range of difficulties arise in this context. Are there supports in place for teachers and substitution cover? I know of teachers who would like to do these courses but do not want to step out of the classroom for a period and bring in a substitute, particularly in these contexts and environments. Are there incentives? If somebody decides to undertake a graduate diploma, masters or PhD course, is there a career pathway? Do teachers receive an allowance for undergoing the very onerous task of CPD?