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Special Educational Needs.

Dáil Éireann Debate, Tuesday - 6 July 2004

Tuesday, 6 July 2004

Questions (244)

Olwyn Enright

Question:

277 Ms Enright asked the Minister for Education and Science his views on the pace of delivery of suitably qualified special needs and resource teachers from the teacher training college; the numbers graduating with a diploma in this area each year and the percentage of these as part of the overall teaching body at primary and post-primary level; and if he will make a statement on the matter. [20370/04]

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Written answers

At the outset, it is important to state that the existing full-time pre-service primary teacher training courses in the colleges of education contain appropriate elements to assist teachers in dealing with the full range of pupils, including those with special educational needs.

At second level, there are inputs to both the higher diploma in education and the education degree programmes in the University of Limerick, as part of a general alertness orientation programme, on the variety of pupils' learning difficulties which teachers may encounter in the classroom.

In recent years my Department has adopted a strategy designed to greatly expand the provision of continuing professional development for personnel working with pupils with special educational needs. This training provision aims to provide development and support at individual teacher level, and, crucially, at whole school staff level.

In particular, it is the policy of my Department to provide for a range of additional and continuing professional development programmes to further enhance the skills of teachers working with pupils with special educational needs. The additional training provision is specifically designed to address the complex range and variety of training needs in this area.

In this regard I have authorised, in consultation with the colleges of education, a major expansion in the range of postgraduate training for teachers in this area. My Department is currently providing support for 160 places on a postgraduate diploma programme in special educational needs; 12 places on an applied behavioural analysis programme; 20 places on a postgraduate programme in autism; 16 places on a masters programme; 160 on the postgraduate programme in learning support. This major increase will further add to the number of teachers who have similarly developed their skills over past years. To cite as a percentage the current annual number of places, substantial as it is, on postgraduate programmes would not reflect the true position in relation to the level of teachers with additional skills in this area.

In September 2003, I also authorised the establishment of the special education support service which currently provides a range of training and support for teachers at local level. This service is developing training teams which will further support teachers working with children with special educational needs in primary and post-primary schools.

The number of places made available at postgraduate level and the overall in-service requirement in this area are kept under ongoing review.

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