John Halligan (Waterford, Independent) | Oireachtas source

On behalf of the Minister for Education and Skills, Deputy McHugh, I thank the Deputy for raising this matter. I recognise the Deputy's advocacy over many years on behalf of those with special needs. Inclusive education is a fundamental principle of our education and training system. This principle is put into practice in the policies of the Department and the Teaching Council. Under section 38 of the Teaching Council Act 2001, all initial teacher education programmes in Ireland that lead to registration must have professional accreditation from the Teaching Council. The mandatory requirements for accreditation are set out in criteria and guidelines for programme providers. These were published in June 2011 and revised in March 2017. Under these criteria, student teachers in all accredited programmes are required to undertake study in inclusive education, including special education. This applies to all primary and post-primary teachers.

The Department published Guidelines for Schools: Supporting Students with Special Educational Needs for primary and post-primary in 2017. These provide guidance to schools on the use, organisation and deployment of additional teaching resources for students with special educational needs, including students with autism. In addition to developing and reviewing their whole-school policies in the education and inclusion of students with special educational needs, schools should also be proactive in meeting the continuing professional development, CPD, needs of their teachers. The National Council for Special Education, NCSE, support service delivers a range of professional development initiatives and support for teachers working with students with special educational needs, including autism. Moreover, all of the Department's support services, such as the professional development service for teachers, are required by the Department to have regard to the individual needs of all learners in designing and delivering CPD for teachers.

In respect of the school setting, the Department's policy is that children with special educational needs, including those with autism, should be included in mainstream placements with additional supports provided unless such a placement would not be in their best interests or in the interests of the children with whom they are to be educated. The greater proportion of children with autism attend mainstream classes, but some require the environment of a special class or special school. This decision is based on a recommendation contained within a professional assessment in consultation with the National Council for Special Education. The National Council for Special Education is responsible, through its network of special education needs organisers, SENOs, for the development, delivery and co-ordination of education services to children with special educational needs, including the establishment of special class and special school placements. Where parents have been unsuccessful in enrolling their child in a school placement, they should update their local organiser to inform the planning process.

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