480. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her plans to undertake a review of barriers faced by experienced (para)professionals working in special education settings who wish to qualify as teachers; and the timeframe for such a review. [64146/26]

481. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth whether consideration has been given to the introduction of accelerated or postgraduate teacher training routes for persons that have relevant qualifications and substantial professional experience in special education settings. [64145/26]

483. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth whether her Department is considering expanding the use of recognition of prior learning mechanisms for persons with significant professional experience working with children with additional educational needs who wish to pursue a teaching qualification. [64143/26]

484. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth whether her Department has examined the feasibility of developing alternative qualification pathways for experienced education professionals, including special needs assistants, therapists and other specialists, who wish to become special education teachers. [64142/26]

I propose to take Questions Nos. 480, 481, 483 and 484 together.

Central to Department policy is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance. Once qualified as a teacher, persons may apply for professional development in the area of SEN.

Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the state. It is a function of the Council under the Teaching Council Acts (s7(2)) to act as the competent authority for recognition of qualifications obtained by a person who has applied under this Act for registration as a teacher.

All programmes of ITE in Ireland that lead to registration must have professional accreditation from the Teaching Council. The standards for programmes of ITE, which were revised in 2020, are published in Céim: Standards for Initial Teacher Education (2020). The standards set Inclusive Education as one of the seven core elements which must unpin all aspects of the programme of ITE.

The Teaching Council has published [Céim: Standards for Initial Teacher Education], which set out the requirements which all programmes of qualification for teaching in Ireland must meet in order to gain accreditation from the Teaching Council. It is also a benchmark for anybody seeking to register as a teacher in Ireland.

Céim includes core elements that ITE programmes must contain, including Inclusive Education: which "includes the fostering of appropriate learning environments, including digital ones, which support the development of student teachers’ ability to provide for the learning needs of all pupils by utilising, for example, a universal design for learning framework." This is intended to provide the foundational competencies teachers will need in order to teach in SEN settings.

In relation to the SNA workforce, I recognise the vital role Special Needs Assistants (SNAs) play in fostering inclusive education and supporting the wellbeing and development of students with additional needs.

An SNA or anyone who wishes to pursue a career in teaching must complete an accredited initial teacher education (ITE) program and register with the Teaching Council.

As you are aware my department published the first ever SNA Workforce Development Plan (the Plan), in June of this year. Built around five strategic pillars, the Plan recognises the vital contribution SNAs make to supporting children and young people with special educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.

The Plan was developed following extensive engagement and consultation with stakeholders across the education sector and sets out high level objectives and policy developments under five key pillars including the areas of learning and development. On 6 August my department issued an information note to schools informing them that to allow for further consultation with key stakeholders, five circulars related to the SNA Workforce Development Plan are suspended and provisions set out in existing circulars continue to apply.

As acknowledged throughout the Plan SNAs are important members of the whole school community which works together to create and maintain a positive, productive, safe and inclusive learning environment for all students. However, SNAs and teachers have fundamentally distinct roles, training paths, and responsibilities in the education sector. SNAs are hired specifically to assist and support students by providing necessary non-teaching supports. The SNAs key responsibility is to provide high quality, appropriate adult support to students with special educational needs so that they can attend school and access the curriculum alongside their peers. It is important to note that an SNA does not have a teaching/pedagogical role in the classroom.

I am aware from research carried out with SNAs for the Plan, that many SNAs are eager to build on their experience and skills. The Plan places a strong emphasis on learning and development within the SNA role. This is complemented by the SNA National Training Programme, currently delivered by St. Angela's, Atlantic Technological University and fully funded by my department, which is available to SNAs working in recognised schools. To date 4,133 SNAs have successfully completed this training programme.

Further information on training and upskilling opportunities for SNAs is available on the SNA Information Hub on www.gov.ie.