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Teaching Qualifications

Dáil Éireann Debate, Tuesday - 22 January 2019

Tuesday, 22 January 2019

Ceisteanna (58)

Kathleen Funchion

Ceist:

58. Deputy Kathleen Funchion asked the Minister for Education and Skills when the policies regarding the criteria that deems a person suitable to be a special education teacher were last reviewed in view of the large number of ASD units being established in primary schools nationally; his views on whether there is a need to review the efficiency of policy regarding both the training and qualifications of SNAs in order to maximise the potential of those working in the sector; and if he will make a statement on the matter. [2764/19]

Amharc ar fhreagra

Freagraí scríofa

Under Section 38 of the Teaching Council Act, all initial teacher education (ITE) programmes in Ireland that lead to registration must have professional accreditation from the Teaching Council in accordance with the Criteria and Guidelines for Programme Providers (published in June 2011 and revised in March 2017).

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.

Under the Council’s criteria for initial teacher education, student teachers in all accredited programmes are required to undertake study in Inclusive Education including Special Education.

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.

Schools should endeavour to assign experienced teachers to Special Classes with appropriate qualifications and, wherever possible, a background in working with students with special educational needs. 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.

In relation to training and qualifications for special needs assistants, the current entry level qualification for Special Needs Assistants is set out in my Department's circular 0021/2011 which requires a FETAC level 3 major qualification on the National Framework of Qualifications, OR a minimum of three grade Ds in the Junior Certificate, OR the equivalent.

The Comprehensive Review of the Special Needs Assistant Scheme which set out to ensure that the Scheme is achieving the best outcomes possible for children with special educational needs was published by the National Council for Special Education (NCSE) in May 2018.

One of the recommendations in the Review is the development of a national training programme at FETAC level 5 on the National Framework of Qualifications for existing and new SNAs, recognising the fundamental importance of building schools' capacity to meet students' additional care needs.

In response to the Review, I have undertaken to develop proposals for the implementation of the NCSE's recommendations and to return to Government following engagement with the Departments of Public Expenditure and Reform and Health, with a proposed implementation plan to include governance and accountability framework and detailed costings of any recommendations that subsequently may be approved by Government.

Work in this regard is underway and I expect to bring proposals for implementation of the Review's recommendations to Government shortly.

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