1131. Deputy Erin McGreehan asked the Minister for Education and Youth whether her Department has assessed the Postgraduate Diploma in Inclusive and Special Education (PDISE) offered by Maynooth University for inclusion under the Department-funded Postgraduate Diploma Programme of Teacher Professional Learning for Special Education Teachers; if not, whether such an assessment will now be undertaken; and if she will make a statement on the matter. [55053/26]

1133. Deputy Erin McGreehan asked the Minister for Education and Youth whether consideration has been given to alternative delivery models for postgraduate qualifications in inclusive and special education, including hybrid and part-time models delivered outside the school day, in order to support teachers in rural areas, teachers with caring responsibilities and schools experiencing substitute teacher shortages. [55055/26]

1135. Deputy Erin McGreehan asked the Minister for Education and Youth whether her Department intends to expand eligibility for funded postgraduate diplomas in special education to further support mainstream class teachers who teach pupils with special educational needs, in recognition of the increasing inclusive education responsibilities within mainstream settings. [55057/26]

1136. Deputy Erin McGreehan asked the Minister for Education and Youth whether she accepts that expanding recognition of accredited Level 9 programmes in inclusive and special education could increase national capacity in special educational needs provision and reduce barriers for teachers seeking specialist qualifications; and if she will outline any plans to increase the number of funded training places nationally. [55058/26]

I propose to take Questions Nos. 1131, 1133, 1135 and 1136 together.

Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide.

Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with special educational needs in schools. There have been a number of important developments recently which are intended to ensure that teachers’ knowledge and skills are developed more effectively to enable them to meet the needs of students with special educational needs.

In March 2025, the Minister initiated a process to move towards a mandatory assessed placement period in a special education need (SEN) setting for all student teachers, supported by appropriate modules. This measure will come into effect from September next. The move to mandatory assessed placements in special education settings builds on the already extensive changes to ITE in recent years to support a more inclusive education system.

On an annual basis, the department provides funding for two distinct categories of post-graduate programmes for existing Special Education Teachers:

• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.

• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.

The number of places offered on these courses increased from 338 annually to 388 for the first time in 2026. It is intended to increase this number in future years, subject to budgetary considerations. As part of that, consideration will be given to the potential to include other Higher Education Institutes as providers.

It is also important to note that a comprehensive range of professional learning programmes is available through the NCSE and Oide.