Dáil Éireann Debate, Thursday - 17 January 2019
82. Deputy Bríd Smith asked the Minister for Education and Skills if teachers working in autism spectrum disorder units have specialised training over and above that given to primary and secondary school teachers in view of the fact that the needs of children who attend such schools differ from those of children in mainstream schools; and if he will make a statement on the matter. [2164/19]
Amharc ar fhreagraThe Teaching Council is the statutory body with responsibility for professional standards and regulation of the teaching profession. Under Section 38 of the Teaching Council Act, all initial teacher education programmes are subject to review and accreditation by the Teaching Council, in accordance with the Criteria and Guidelines for Programme Providers (published in 2011 and revised in March 2017). In accordance with these Criteria and Guidelines, inclusive education is a mandatory component for all students in ITE. Inclusive education encompasses education of children with special educational needs, including autism.
The learning outcomes of ITE programmes also reflect the need for the teacher to be able to conduct a systematic, holistic assessment of learner needs; to apply knowledge of the individual potential of students, their disposition towards learning and their backgrounds, identities and learning styles to their teaching; to set clear, challenging and achievable expectations for pupils; to evaluate learner progress; to act as an advocate for students, referring students for educational support as required and participating in the provision of that support, amongst other relevant outcomes.
The Teaching Council is currently carrying out a review of the impact of the current programmes, with a view to amending the Criteria and Guidelines before the next round of accreditation commences in 2020.
A recently published report from the National Council for Special Education on Initial Teacher Education for Inclusion: Phase 1 and 2 (NCSE Research Report No. 26), found that there is in general much good practice related to inclusive education in ITE, particularly in relation to the fostering of positive attitudes to inclusion, while also noting scope for further alignment between theory and practice, in particular as between student placement and the university experience. These findings will be considered by the Teaching Council in the course of its work.
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 endeavour to assign experienced teachers to Special Classes. Schools should also 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.
The NCSE Support Service delivers a range of professional development initiatives and support for teachers working with students with special educational needs in special classes. Schools planning to open special class provision should contact the NCSE Support Service as soon as they receive their letter of sanction in order to facilitate planning for training of teachers. The NCSE Support Service can be contacted at: www.ncse.ie.
In addition to the above, the Department provides funding support for teachers to expand their capacity through courses at the Middletown Centre for Autism and through funded post-graduate provision at a number of higher education institutions for teachers involved in Learning Support & Special Education.
