David Stanton (Cork East, Fine Gael) | Oireachtas source

On behalf of the Minister for Education and Skills, who sends his regrets, I thank the Senator for raising this matter and for her sincere interest in this very important subject.

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. That is clearly articulated, for example, in the quality frameworks for primary and post-primary schools, which is entitled Looking at Our School, 2016. These frameworks provide a comprehensive picture of quality teaching and learning and quality leadership and management to schools and teachers.

Under section 38 of the Teaching Council Act, 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 the Teaching Council's criteria and guidelines for programme providers, which were published in June 2011 and revised in March 2017.Under these criteria, student teachers in all accredited programmes are required to undertake study of inclusive education, including special education, and this applies to all primary and post-primary teachers. In 2017, the Department published guidelines for primary and post-primary schools supporting students with special educational needs, which provide guidance to schools on the use, organisation and deployment of additional teaching resources for students with special educational needs. In addition to developing and reviewing their whole school policies on the education and inclusion of students with special educational needs, schools should be proactive in providing continuing professional development, CPD, for their teachers. The support service of the National Council for Special Education, NCSE, delivers a range of professional development initiatives and support for teachers working with students with special educational needs. Moreover, all 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.

The Department's policy on school setting is that children with special educational needs should be included in mainstream placements with additional supports provided, unless such a placement would not be in their best interest or in the interests of the children with whom they are to be educated. Most children with additional needs 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 NCSE. Through its network of special education needs organisers, the NCSE is responsible 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.

The Teaching Council is in the process of reviewing and redrafting its criteria and standards for initial teacher education programmes at primary and post-primary level. The new edition of the policy draws on research findings, including recommendations and implications cited in a commissioned research report on school placement.