Richard Boyd Barrett (Dún Laoghaire, People Before Profit Alliance)
Link to this: Individually | In context | Oireachtas source

872.To ask the Minister for Education and Skills to provide continual professional development for ‘mainstream’ teachers, SETs and SNAs with regard to teaching and providing supports in a special class setting; and if she will make a statement on the matter. [33702/24]

Hildegarde Naughton (Galway West, Fine Gael)
Link to this: Individually | In context | Oireachtas source

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

The NCSE Support Service manages, co-ordinates and develops a range of supports in response to identified teacher training needs.

Through its everyday work, the NCSE aligns its Teacher Professional Learning (TPL) with the Teaching Council’s national framework for teacher professional learning. One of the main aims of the NCSE is to support teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level.

The NCSE provides a suite of professional learning opportunities for school leaders and teachers, which in turn, aims to improve educational experiences and outcomes for all students.

The NCSE also offer bespoke in-school support for either whole school staff, small groups, or individual teachers. The support can be tailored to specific TPL needs within a school.

In addition, the Special Needs Assistant Workforce Development Unit (SNAWDU) within the Special Education Division in my department has commenced work on the first Special Needs Assistant Workforce Development Plan. This plan will be developed in consultation with stakeholders including SNAs, school management bodies, trade unions, schools, parents and children.

One key area that the plan will address is a SNA learning and development programme which will examine the training needs of SNAs to develop their skills, knowledge, and competencies with a view to optimising performance, increasing motivation and embedding best practice.