7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.2.1 Admissions
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement
7.5.5.2 Probationary periods
7.5.6 Post-qualification induction periods
7.5.7 Key priorities, innovative practices and research
7.5.7.1 Current key priorities
7.5.7.2 Innovative practice in initial teacher training
7.5.7.3 Strategies used to support the use of research and evidence in informing policy and practice
7.5.7.4 Current priorities for research into initial teacher training
7.5.7.5 Research that has had major influences on programmes of initial teacher training
7.5.7.6 Recruitment incentives paid
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
See sections 7.1.1, 7.2.1, 7.3.1 and 7.4.1 of the mainstream Northern Ireland archive.
See section 7.5.2 in addition.
7.5.2 Types of training institutions and courses
Initial teacher training is commonly known as initial teacher education (ITE) in Northern Ireland and is provided by higher education institutions (HEIs) and participating schools, with HEIs assuming the lead role. See sections 7.1.2, 7.2.2, 7.3.2 and 7.4.2 of the mainstream Northern Ireland archive for further information. 29
Whilst there is no initial teacher training focusing specifically on special educational needs, all provision for ITE follows the Northern Ireland teacher competence framework, within which competence in the teaching of students with special educational needs is embedded (see sections 7.1.4, 7.2.4, 7.3.4 and 7.4.4 for information on the teacher competences). 29
In addition, initial teacher training courses in Northern Ireland offer, as an option, a short module in special education. 30
To teach students with visual and/or hearing impairment(s)
Qualified teachers who wish to teach students with visual and/or hearing impairment(s) must obtain further qualifications. Further information is available from the Department of Education - http://www.deni.gov.uk/. 29
Teachers who wish to teach students with a hearing impairment must take a specialist course. As there are no such courses available in Northern Ireland; teachers normally consult their local Education and Library Board (ELB) about the possibility of financial support for undertaking courses elsewhere in the UK on a distance learning basis. It is a condition that a qualification must be obtained within a few years of joining a school or unit for the hearing impaired. 29
Training to be a qualified classroom assistant
In addition, the following courses offer qualified status to classroom assistants working in special schools/classes or with statemented children:
See sections 7.1.2.1, 7.2.2.1, 7.3.2.1 and 7.4.2.1 of the mainstream Northern Ireland archive.
See sections 7.1.3, 7.2.3, 7.3.3 and 7.4.3 of the mainstream archive.
7.5.4 Curriculum for initial teacher training
Whilst there is no initial teacher training focusing specifically on special educational needs, all provision for ITE follows the Northern Ireland teacher competence framework, within which competence in the teaching of students with special educational needs is embedded (see sections 7.1.4, 7.2.4, 7.3.4 and 7.4.4 for information on the teacher competences). 29
In addition, initial teacher training courses in Northern Ireland offer, as an option, a short module in special education. 30
To teach students with visual and/or hearing impairment(s)
See section 7.5.2.
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement
Teachers in special schools must be qualified to teach in primary or secondary schools. 31 See sections 7.1.5.1, 7.2.5.1, 7.3.5.1 and 7.4.5.1 of the mainstream archive for further information.
Additional qualifications are required to teach the visually and hearing impaired in both special schools and special education units attached to primary and secondary schools. 31 See 7.5.2 for further information.
See sections 7.1.5.2, 7.2.5.2, 7.3.5.2 and 7.4.5.2 of the mainstream Northern Ireland archive.
7.5.6 Post-qualification induction periods
See sections 7.1.6, 7.2.6, 7.3.6 and 7.4.6 of the mainstream Northern Ireland archive.
7.5.7 Key priorities, innovative practices and research in initial teacher training
7.5.7.1 Current key priorities for initial teacher training for teachers of students with special educational needs
NO INFORMATION AVAILABLE AT PRESENT.
7.5.7.2 Innovative practice in initial teacher training for teachers of children with special educational needs
NO INFORMATION AVAILABLE AT PRESENT.
7.5.7.3 Strategies used to support the use of research and evidence in informing policy and practice
NO INFORMATION AVAILABLE AT PRESENT.
7.5.7.4 Current priorities for research into initial teacher training for teachers of children with special educational needs
NO INFORMATION AVAILABLE AT PRESENT.
7.5.7.5 Research that has had major influences on programmes of initial teacher training for teachers of children with special educational needs
NO INFORMATION AVAILABLE AT PRESENT.
7.5.7.6 Recruitment incentives paid to encourage individuals to train as teachers of children with special educational needs
No recruitment incentives are paid to encourage individuals to train as special educational needs teachers in Northern Ireland. 42