Shónagh Ní Raghallaigh (Kildare South, Sinn Fein)
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364. To ask the Minister for Education and Skills if she will consider replacing the secondment model for visiting teachers with a permanent contract to enhance the professional standing of the role and to provide security for those teachers who pursue this important pathway; and if she will make a statement on the matter. [29232/26]

Michael Moynihan (Cork North-West, Fianna Fail)
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The Visiting Teacher Service of the National Council for Special Education (NCSE) gives advice, teaching and guidance to support educational provision for children and young people who are deaf/hard of hearing or blind/ visually impaired. This is available from birth through to pre-school, primary and post primary levels. They support parents, guardians, teachers and other professionals involved with the child.

The VTs are qualified teachers with particular skills and knowledge of the development and education of children with varying degrees of hearing loss and/or visual impairment. Visiting teachers offer long-term support to children from primary to post-primary levels, taking account of each childs’ needs. They work in a geographic region as part of the new NCSE team structure, which now has 20 teams located on a near county basis, and which consists of other NCSE professionals, including therapists and Special Education Needs Organisers.

The frequency and nature of support take into account a range of factors based on individual student needs and requirements. Central to the service’s work is liaison with other external professionals and agencies, including audiological scientists, ophthalmology services, speech and language therapists, low vision specialists, psychologists, early intervention teams, school staff and with parents.

The visiting teachers are are all qualified teachers and are employed on teachers terms and conditions.

Currently, some VTs are employed on a permanent basis, while others are seconded to the NCSE. This enables the NCSE to ensure the model of service is both consistent and flexible, two key principles which underpin the delivery of service. Permanent VTs provide consistency and stability which underpins the service, they provide longitudinal support and build relationships with children parents and families. While the secondment model provides flexibility and builds teacher skills. Service delivery by the NCSE is continually under development.