Dáil Éireann Debate, Tuesday - 20 September 2022
337. Deputy Carol Nolan asked the Minister for Education if she will support the provision of comprehensive, rights-based training for teachers and SNAs which focuses on understanding the child as an individual and the supports that they require to access their rights (details supplied); and if she will make a statement on the matter. [45705/22]
View answerMy Department provides a wide range of supports to all schools to ensure that all students have their educational needs met, to support the inclusion of all students, and to address barriers to students achieving their potential.
The Primary School Curriculum (1999) provides the following vision for primary education under the sub-heading ‘The uniqueness of the child’:
The Primary School Curriculum celebrates the uniqueness of the child, as it is expressed in each child’s personality, intelligence and potential for development. It is designed to nurture the child in all dimensions of his or her life—spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical. The curriculum recognises the integrity of the child’s life as a child and aims to cater for his or her needs and potential as they evolve day by day. By meeting these needs, the curriculum enriches the child’s life and the foundations are laid for happiness and fulfilment in later education and in adult life. (DES, 1999, p. 6)
In 2020 the Teaching Council published Céim: Standards for Initial Teacher Education to support the development of student teachers to provide for the learning needs of all pupils. Céím: Standards for Initial Teacher Education outlines Inclusive Education as a core element that underpins all aspects of the ITE programme, and the student teachers must demonstrate an understanding of inclusive education through reflection on their professional learning and practice, as appropriate to their stage of learning.
All new and existing programmes of Initial Teacher Education (ITE) will be aligned with Céim.
All Continuous Professional Development(CPD) opportunities and supporting frameworks included in Professional Development Service for Teachers (PDST) suite of teacher professional development supports prioritise the pupil/student as learner at the centre of its key messages, participant outcomes and associated activities. This mirrors that message which is evident within key governmental and Department of Education documents and strategies.
In addition to the above, currently within the primary context, teacher professional learning opportunities draw a lens to curricular reform which further centralises the rights of the child.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs.
SNAs are recruited specifically to assist in the care needs of pupils with disabilities in an educational context. The classroom teacher is responsible for educating all pupils in his/her class, including any pupil with a special educational need, and for the progress and care of all pupils.
When a pupil with significant and complex care needs has access to support from a SNA the classroom teacher will work closely with the SNA. However the class teacher continues to have primary responsibility for teaching and learning and for the social and emotional development and progress of the pupil.
