Dáil Éireann Debate, Tuesday - 16 May 2017
195. Deputy Jan O'Sullivan asked the Minister for Education and Skills his plans to put increased emphasis on teacher training and continued professional development for teachers who teach children on the autism spectrum both at primary and post-primary level in mainstream and special classrooms and units; and if he will make a statement on the matter. [23167/17]
View answerProgrammes of initial teacher education (ITE) were reconfigured and extended in line with the Teaching Council’s Initial Teacher Education: Criteria and Guidelines for Programme Providers and changes to ITE proposed in the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020. Under the reconfigured model, inclusive education, including special education, is a mandatory area of study for all student teachers who are undertaking ITE programmes at primary and post primary levels. The Teaching Council intends to review the criteria and guidelines for programme providers and this will include consideration of the special education content of the programmes.
The Deputy may be aware that a new Regional Support Service has been developed within the National Council for Special Education (NCSE) in order to assist schools in supporting children with special education needs, including children on the autism spectrum.
The new Service incorporates the Special Education Support Service (SESS), the National Behaviour Support Service (NBSS) and the Visiting Teacher Service for children who are deaf/hard of hearing and for children who are blind/visually impaired (VTSVHI), which until 20 March 2017 had been managed by my Department. This change is consistent with recommendations of NCSE reports and the review of the VTSVHI.
The Service will provide advice and support to schools on the education and inclusion of students with special educational needs, including children on the autism spectrum. It will provide in-school support for support teachers, continuing professional development for teachers, and support to schools on the management of challenging behaviour. It will also enhance the multi-disciplinary capacity of the education system by providing access to expert knowledge in areas such as autism, speech and language and challenging behaviour.
The NCSE’s reports also recommended that this Service should be used to provide immediate assistance to schools in unplanned and exceptional circumstances, where this is indicated.
The service will have a close relationship with NCSE Special Educational Needs Organisers (SENOs), who will be able to indicate where supports are most needed for schools.
The Deputy should note also that my Department annually funds post-graduate programmes for approximately 400 teachers involved in Learning Support and special education. There are places on these programmes specifically for teachers of students on the autism spectrum.
