Dáil Éireann Debate, Wednesday - 24 March 2021
916. Deputy Michael Healy-Rae asked the Minister for Education the reason mainstream teachers are being assigned to special needs classrooms (details supplied); and if she will make a statement on the matter. [15356/21]
View answerI wish to advise the Deputy that DES Circular 013/2017 sets out the qualification criteria for a person to be appointed as a Special Education Teacher for a mainstream primary school. Such teachers may hold Teaching Council registration under Route 1 Primary (formerly Regulation 2 Primary) or Route 4 Other (formerly Regulation 3 Montessori & Other Categories). DES Circular/014/2017 notes that Special Education Teachers in post primary schools must be qualified post primary teachers.
The Circulars also note, however, that in addition to these qualification requirements, the acquired professional development and expertise of teachers, including where teachers have attained recognised qualifications in special education, should be taken into account by the principal when allocating teaching responsibilities, in order to ensure that pupils with the greatest needs are supported by teachers who have the relevant expertise.
In relation to teachers in special classes, the National Council for Special Education (NCSE) guidance for schools on the establishment of special classes advises that students in special classes have complex learning needs and that schools should appoint teachers knowledgeable and experienced in working with students with special educational needs. Additional training opportunities are provided where required.
Students in special classes require experienced teachers with appropriate qualifications and, wherever possible, a background in working with students with special educational needs. Schools should also endeavour to assign experienced SNAs to the special class.
Schools planning to open special class provision should be proactive in meeting the continuing professional development needs of their special class teachers, in addition to developing and reviewing their whole school polices in relation to the education and inclusion of students with special educational needs.
Training and support for schools in relation to continuing professional development for teachers in the area of special educational needs provision is available from the NCSE Support Service.
