In accordance with the 1998 Education Act 90, all children with special needs attending mainstream schools on a fully integrated basis have an automatic entitlement to special support. Such support may take the form of additional teacher support - through 'resource teachers' employed to assist children with learning disabilities who are integrated in ordinary classes in mainstream schools - or childcare support, or both, depending on the particular needs involved. 91
Since September 1999, all mainstream primary and secondary schools in Ireland have had access to a learning support teacher service. 94 See 4.5.4 for further information.
See 4.5.4 for details of special needs teacher and support roles in schools in Ireland.
It is government policy that teachers employed in the special education service should have the same initial training as teachers employed in schools for the general population (see sections 7.1, 7.2, 7.3 and 7.4 of the mainstream archive). This initial training has traditionally been supplemented by various kinds of in-career development specifically suited to the needs of the student population. 5
Primary school teachers who have trained in Colleges of Education and who have been awarded a Bachelor's degree in Education (BEd) are qualified to teach in special schools, in addition to primary schools.40 See section 7.2 of the mainstream archive for further information about primary school initial teacher training.
The Irish Association of Teachers in Special Education (IATSE) is an association of and for teachers and educators of people with special educational needs in Ireland. It aims, among other things, to be a professional association for teachers in special education in Ireland and to support them in their work. 42
The Special Education Support Service (SESS) aims to provide professional development and support for school personnel working with students with special educational needs in a variety of school settings including mainstream, primary and post-primary schools, special schools and special classes.43
Among those who work in pre-schools catering for children with disabilities are Montessori-trained teachers, nurses with training in special needs and qualified play therapists. 35
Primary school teachers who have trained in Colleges of Education and who have been awarded a Bachelor's degree in Education are qualified to teach in special schools, in addition to primary schools.40 See section 7.2 of the mainstream archive for further information about primary school initial teacher training.
In addition, optional modules on special needs education, of 30 hours' duration, are included in the Higher Diploma in Education, the professional postgraduate qualification for secondary teachers (see section 7.3 of the mainstream archive for further information about initial teacher training for secondary school teachers). 41
In addition, there are also several postgraduate qualifications in special educational needs aimed at qualified teachers. The following are recognised by the Department of Education and Science (DES).
Postgraduate diplomas in special educational needs
The following postgraduate in-service career development programmes in special educational needs (SEN) are offered and recognised by the Department of Education and Science:
Courses for special and primary school teachers only:St Patrick's College, Drumcondra (http://www.spd.dcu.ie/)
Courses for post-primary teachers only:
Church of Ireland College of Education, Rathmines, Dublin (http://www.cice.ie/)
Courses for both primary and post-primary teachers:
Mary Immaculate College, Limerick (http://www.mic.ul.ie/)
St Angela's College, Sligo (http://www.stacs.edu.ie/)
University College, Dublin (http://www.ucd.ie/)
The aim of these programmes is to provide substantial theoretical and practical training for teachers working with students with special educational needs. The content of the programmes has been agreed with the Department of Education and Science. 36
The duration of each programme is one year and the time is divided between attendance at the relevant programme venue and teaching in participants' own schools and other settings. There is some variation between the participating colleges/universities in terms of organisation, assessment and title of awards.36
Programmes of training in learning support
In order to qualify as Learning Support Teachers (previously called Remedial Teachers), individuals who are already qualified teachers must undertake a postgraduate course. 35
The content of courses is agreed with the Department of Education and Science. Course duration is one year, with the time divided between attendance at the relevant course venue and teaching in participants' own schools. There are variations between the participating colleges in terms of organisation and awards.38
The following courses provide recognised qualifications in the area of learning support:
For primary teachers:
St Patricks' College, Drumcondra (http://www.spd.dcu.ie/)
For primary and post-primary teachers:
Church of Ireland College of Education, Dublin (http://www.cice.ie/)
Department of Education, National University of Ireland, Cork (http://www.ucc.ie/)
Department of Education, National University of Ireland, Galway (http://www.nuigalway.ie/)
Mary Immaculate College, Limerick (http://www.mic.ul.ie/)
St Angela's College, Sligo (http://www.stacs.edu.ie/)
Masters course in special educational needs (MSEN)
A one-year, full-time Master's course in special educational needs (MSEN) is available at St Patrick's College, Drumcondra. It is open to both primary and post-primary teachers. The course is accredited by Dublin City University.37
Graduate Certificate in the education of students with Autistic Spectrum Disorder (ASD)
A one-year, part-time course working towards the Graduate Certificate in the education of students with Autistic Spectrum Disorder (ASD) is available at St Patrick's College, Drumcondra. The course is accredited by Dublin City University.39
Primary school teachers who have trained in Colleges of Education and who have been awarded a Bachelor's degree in Education (BEd) are qualified to teach in special schools, in addition to primary schools.40 See section 7.2 of the mainstream archive for further information about admission to primary school initial teacher training courses.
Graduate, postgraduate or higher diplomas in special educational needs
For entrance to these courses, priority is given to teachers who meet the following criteria:
Primary teachers
Applicants should have successfully completed their probationary period (see 7.2.5.2 of the mainstream archive). They must be teachers who hold a permanent position in a post in an area of special education, and must have at least three years' service as a teacher, of which at least one must have been in the area of special education.36
Second-level (secondary) teachers
In order to be eligible for the programme, teachers must spend a minimum of 12 hours per week working with students who have special educational needs. In general, priority is given to those teachers who hold permanent posts in schools. For the purpose of the courses, teachers are required to deliver a range of programmes, for example, literacy, numeracy, social and life skills.36
As a general rule, applicants should apply to the participating college/university nearest to their place of work. Some institutions require applicants to attend for interview.36
Programmes of training in learning support
For entrance to these courses, priority is given to teachers who meet the following criteria:
Primary teachers
Applicants should be permanent teachers who are currently employed in sanctioned learning support posts or will be taking up such a post. Qualified teachers who are employed as teachers for traveller children are also able to apply.38
Post-primary teachers
Applicants must be permanent teachers who are assigned to learning support work (with individuals, groups or classes of not more than 16 students) for a minimum of 10 hours per week. On an exceptional basis, teachers who do not hold permanent positions may be considered. Applicants must have assigned learning support hours which include at least four class periods per week of literacy work, together with work in numeracy.38
Qualified teachers who are employed as teachers for traveller children and resource teachers working with students with special needs are also able to apply.38
Masters course in special educational needs (MSEN)
Applicants should:
Graduate Certificate in the education of students with Autistic Spectrum Disorder (ASD)
Applicants should have successfully completed their probationary period. They must be primary school teachers who hold a permanent position in a sanctioned post and have been a teacher for at least three years. They must also be teaching students with autistic spectrum disorders while attending the course.39
Primary school teachers who have trained in Colleges of Education and who have been awarded a Bachelor's degree in Education (BEd) are qualified to teach in special schools, in addition to primary schools.40 See section 7.2.3 of the mainstream archive for further information about trainers for primary school initial teacher training courses.
FURTHER INFORMATION BEING COLLECTED.
Primary school teachers who have trained in Colleges of Education and who have been awarded a Bachelor's degree in Education (BEd) are qualified to teach in special schools, in addition to primary schools. Students on these courses study modules on special educational needs, which range in duration from 30 to 50 hours of study. In all of the Colleges, final year students are placed in special needs education settings for a minimum period of two weeks, during which the focus is on observation and assessment. This is linked to a module of lectures and workshops related to general information on special needs, assessment, teaching approaches and methodologies, as well as on curricular adaptations. 40 41
Graduate, postgraduate or higher diplomas in special educational needs
Courses for special and primary school teachers only:
St Patrick's College, Drumcondra (http://www.spd.dcu.ie/)
The aim of the programme is to provide substantial theoretical and practical training for teachers working with students who have special educational needs.36
Courses for post-primary teachers only:
Church of Ireland College of Education, Rathmines, Dublin (http://www.cice.ie/)
The following modules are studied during the course:
A variety of educational strategies is employed on the programme. These include lectures and seminars, workshops, discussion groups, experiential methods (group work, reflection, role-play, drama, art), tutorials, presentation by participants and consultation in relation to the practice of teaching.44
Further information about the course is available via the following link: http://www.cice.ie/EdNeeds.htm
Courses for both primary and post-primary teachers:
Mary Immaculate College, Limerick (http://www.mic.ul.ie/)
The course consists of between four and six taught modules in the area of special educational needs.46
In addition, course participants who meet certain criteria are eligible to undertake the Master's Degree programme. This comprises all the taught modules of the Graduate Diploma programme above, a module on research methods and the writing of a dissertation on an approved topic.46
St Angela's College, Sligo (http://www.stacs.edu.ie/)
The aim of the programme is to provide substantial theoretical and practical training for teachers working with students who have special educational needs.36
A Master's degree in SEN is also available at the College.
University College, Dublin (http://www.ucd.ie/)
The first semester consists of a full-time intensive university-based programme with modules including:
In the second semester, participants undertake a 12-week supported placement in their own school or another approved school, with placement visits and with evening/weekend lectures, seminars and tutorials. 47
Further information is available via the following link: http://www.ucd.ie/education
A Master's degree in SEN is also available at the College.
Programmes of training in learning support
For primary teachers:
St Patricks' College, Drumcondra (http://www.spd.dcu.ie/)
The aim of the programme is to provide substantial practical and theoretical training in learning support.38
For primary and post-primary teachers:
Church of Ireland College of Education, Dublin (http://www.cice.ie/)
The following modules are studied on the course:
Further information about the course is available via the following link: http://www.cice.ie/learningsupport2.htm
Department of Education, National University of Ireland, Cork (http://www.ucc.ie/)
The course consists of a period of teaching practice and the study of several modules.48
Participants are required to spend a minimum of 100 hours teaching students with SEN. All participants are allocated to a supervisor at the beginning of the programme and their teaching practice is supervised.48
In addition, participants are required to study the following modules:
Participants who achieve an honours grade in the Higher Diploma are eligible to apply for entry to the Master of Education (MEd) Degree in SEN.48
Further information about the programme is available online here.
Department of Education, National University of Ireland, Galway (http://www.nuigalway.ie/)
The course comprises the following modules:
Schools are visited several times during the year and an assessment is made of the quality of the work being carried out in the area of support for learning difficulties.49
Further information about the course is available at http://www.nuigalway.ie/education/courses_learning_support.html
Mary Immaculate College, Limerick (http://www.mic.ul.ie/)
The aim of the programme is to provide substantial practical and theoretical training in learning support.38
St Angela's College, Sligo (http://www.stacs.edu.ie/)
The aim of the programme is to provide substantial practical and theoretical training in learning support.38
Masters course in special educational needs (MSEN) at St Patrick's College, Drumcondra
The aim of the programme is to develop teachers' knowledge and skills in analysing, critiquing and applying special education research literature, and in carrying out research relevant to children with special educational needs.37
The course consists of four modules and a thesis. Two modules focus on research methodologies, one addresses curriculum and pedagogy for special educational needs, and one deals with current issues in special education.37
Graduate Certificate in the education of students with Autistic Spectrum Disorder (ASD) at St Patrick's College, Drumcondra
This part-time course consists of three modules and is mainly delivered through distance-learning with some direct teaching. The programme is based on participants being released from their schools for two weeks of the academic year. There are also six, one-day small-group tutorials.39
Primary school teachers who have trained in Colleges of Education and who have been awarded a Bachelor's degree in Education (BEd) are qualified to teach in special schools, in addition to primary schools.40 See section 7.2 of the mainstream archive for further information about primary school initial teacher training.
Graduate, postgraduate or higher diplomas in special educational needs
Qualifications are awarded, by the colleges or universities involved, to participants who successfully complete the programmes. Participants are assessed on the basis of full attendance at the programme venue, successful completion of selected tasks and written assignments (and examinations where relevant), supervision of their work in schools and final evaluation. Qualified primary or second-level teachers who have successfully completed one of these qualifications are recognised by the Department of Education and Science as qualified teachers of special education in mainstream schools at the relevant level.36 47
Programmes of training in learning support
Qualifications are awarded by the colleges involved to participants who successfully complete the programmes. Participants are assessed on the basis of full attendance at the course venue, completion of a number of written assignments and supervision of their work as Learning Support teachers in schools. 38
Master's course in special educational needs (MSEN)
Participants are assessed on the basis of coursework, tasks and written assignments relevant to professional practice, and a thesis on an approved topic in special educational needs. 37
Graduate Certificate in the education of students with Autistic Spectrum Disorder (ASD)
Participants are assessed on the basis of full attendance at the programme venue, completion of selected tasks and written assignments and supervision of their work in school. 39
Primary school teachers who have trained in Colleges of Education and who have been awarded a Bachelor's degree in Education are qualified to teach in special schools, in addition to primary schools. 40 See section 7.2.5.2 of the mainstream archive for further information about probationary periods for newly-qualified primary school teachers.
FURTHER INFORMATION BEING COLLECTED.
Primary school teachers who have trained in Colleges of Education and who have been awarded a Bachelor's degree in Education are qualified to teach in special schools, in addition to primary schools.40 See section 7.2.6 of the mainstream archive for further information about the induction period for newly-qualified primary school teachers.
FURTHER INFORMATION BEING COLLECTED.
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The Department of Education and Science pays successful applicants' course fees for the recognised courses mentioned in section 7.5.2. 36 37 38 39
In addition, travelling expenses and subsistence allowances are also paid to eligible participants following the courses in learning support and the course in teaching students with ASD. 38 39
For the Master's course in special educational needs (MSEN), successful applicants are seconded from their teaching posts for a full academic year (September to June) and paid their full salary for the duration of the course. 37