Written answers
Monday, 8 September 2025
Department of Education and Skills
Teacher Training
Ken O'Flynn (Cork North-Central, Independent Ireland Party)
Link to this: Individually | In context
952. To ask the Minister for Education and Skills the training and qualifications required of teachers assigned to special education units in primary schools; if she will confirm the number of teachers currently working in such units that have completed specialist training in special education; and if she will outline the steps being taken to ensure that all teachers in special classes have the necessary qualifications to meet the needs of the children that are teaching. [46471/25]
Michael Moynihan (Cork North-West, Fianna Fail)
Link to this: Individually | In context
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher.
Central to Initial Teacher Education policy in Ireland is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance.
The Teaching Council as the professional standards body for the teaching profession, sets the standards for programmes of initial teacher education (ITE) and reviews and accredits programmes provided by Higher Education Institutions (HEIs) in the State, based on those standards. All programmes of ITE in Ireland that lead to registration must have professional accreditation from the Teaching Council. The standards for programmes of ITE, which were revised in 2020, are published in Céim: Standards for Initial Teacher Education (2020). The standards set Inclusive Education as one of the seven core elements which must unpin all aspects of the programme of ITE.
Once qualified, primary or post-primary teachers, may then apply for professional development in the area of special educational needs. Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide.
Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with special educational needs in schools.
Launched in March 2023, the Policy Statement on Initial Teacher Education looks to build on the work carried out to enhance inclusive education under Céim: Standards for Initial Teacher Education. The Teaching Council provided a report to my department in October 2024 on how the core element of inclusive education has been included in initial teacher education. This will help foster progress on other actions agreed as part of the Policy Statement on Initial Teacher Education.
Furthermore, the Department has initiated a process to move towards a mandatory assessed placement period in a special education needs setting for all student teachers. As part of this, it is envisaged the Teaching Council, on behalf of the Department, has conducted a survey across all Initial Teacher Education (ITE) providers to gain a deeper understanding of the current landscape of school placement provision in special education settings. This will support the consideration of the Teaching Council in the development and approval of a Guidance Note for Higher Education Institutions, to be issued in Q3 2025 around an assessed student placement period in a SEN setting, working with a view to supporting initial change in September 2026.
Funded by the Department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
Oide’s Leadership team are facilitating the Caidrimh Programme. This provides professional learning and support to guide special schools in effectively collaborating, sharing, and distributing their roles and responsibilities to create a school environment that is responsive and inclusive to diverse needs.
The Department provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
- Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
- Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
The Department of Education funds the Teacher Fee Refund Scheme which provides funding towards the cost of course participation and examination fees on successful completion of teacher professional learning courses, including inclusion programmes.
In addition to and separate from Department funded Inclusion/SEN courses, some Higher Education Institutes offer privately funded courses on these topics at post-graduate/master’s level, which participants fund themselves.
For this coming school year there will be 3,741 special classes and a further 158 Early Intervention classes in mainstream schools catering for students with autism. This will provide special class capacity for over 22,000 children with autism in our mainstream schools. This is in addition to the almost 9,500 children and young people that will be enrolled in NCSE supported special schools for this coming school year.
Finally, the NCSE provides supports to 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 Support Service manages, co-ordinates and develops a range of supports in response to identified teacher training needs. This included Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers.
Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE .
My Department does not maintain records regarding the additional qualifications of qualified teachers however, my department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
Ken O'Flynn (Cork North-Central, Independent Ireland Party)
Link to this: Individually | In context
953. To ask the Minister for Education and Skills the training and qualifications required of special needs assistants working in special educational units in primary schools; if she will provide details of any compulsory or optional training programmes supported by her Department; and if she will outline how her Department ensures that SNAs in special classes are equipped with the skills and supports necessary to meet the complex needs of the children in their care. [46472/25]
Michael Moynihan (Cork North-West, Fianna Fail)
Link to this: Individually | In context
I would like to thank the Deputy for his question and assure him that I very much value the vital role that the over 23,000 special needs assistants (SNAs) play in the successful inclusion of students with special educational needs in our schools.
In consultation with stakeholders my department is currently advancing work on the first SNA Workforce Development Plan which aims to bring clarity and direction to the SNA service. It is intended that the Learning and Development Programme under pillar 3 of the plan will provide appropriate, legitimate opportunities for upskilling and reskilling to ensure that SNAs are equipped to meet the needs of children in their care.
The current minimum educational requirements for appointment to the post of SNA are set out in Circular 0051/2019 – Recruitment and Appointment Procedures for Special Needs Assistants (SNAs). The requirement is a Level 3 qualification on the National Framework of Qualifications or a minimum of three grade Ds in the Junior Certificate, or equivalent. However, it is important to note that a majority of SNAs have qualifications in excess of the minimum. The working group under Pillar 3 of the plan is reviewing these requirements to assess if any change is required and with a view to ensuring the minimum educational requirement are reasonable and commensurate with the requirements of the role.
Separately, following a procurement process for the continued provision of the SNA National Training Programme, a contract has been awarded to Atlantic Technological University (ATU) St Angela’s College. To date, approximately 3,843 SNAs have completed the National Training Programme, with enrolment now open for the 2025/2026 academic year via the ATU website www.atu.ie. My department fully funds course fees for SNAs employed in recognised primary, post-primary and special schools.
I am pleased that the SNA Workforce Development Plan is progressing. Further details on the plan and other relevant information is available via on the SNA Information Hub.
No comments