Finian McGrath (Dublin North Central, Independent)
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453. To ask the Minister for Education and Skills the position regarding teacher training (details supplied); and if she will make a statement on the matter. [37733/14]

Jan O'Sullivan (Limerick City, Labour)
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Section 22 (1) of the Education Act 1998 states the primacy of the teacher in the education and personal development of students in schools. The classroom teacher is responsible for educating all pupils in his/her class, including any pupil with a special educational need. SNAs are recruited specifically to assist in the care needs of pupils with disabilities in an educational context.

At pre-service level, the learning outcomes for graduate teachers, set out by the Teaching Council, encompass the standards of teaching, knowledge, skill and competence together with the values, attitudes and professional dispositions which are central to the practice of teaching. They include the ability to demonstrate knowledge and understanding of the role of teachers as educational leaders who contribute to creating and sustaining learning communities in their classrooms and in their schools, strategies for developing positive relationships and to communicate effectively with colleagues and to use appropriate class management and organisational skills to cater for a range of classroom situations.

In addition my Department funds the national induction programme for teachers (NIPT) which provides an interactive workshop that focusses on the classroom environment and planning to support inclusion. An integral part of this is awareness of the teacher's role and relationship with the special needs assistant in the classroom.

My Department also provides for a comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs, including working with SNAs. Central to this is the Special Education Support Service (SESS) which was established in September 2003. The brief of the SESS is to enhance the quality of learning and teaching of students with special educational needs through the provision of CPD and support for teachers in mainstream schools, primary and post-primary special schools, and special classes.