Analysis: Teaching is not dramatically different in mainstream and special education settings, but teachers do require relevant resources and support
Minister for Education Helen McEntee recently reiterated the Government's commitment to increasing special classes and special schools. At the same time, she noted a lack of confidence among teachers to take on special class teaching roles.
This is a common issue across the globe. Once a student is identified with an additional learning need, it can perpetuate the notion that they need something 'different' to what is ordinarily available in the mainstream classroom. Special classes and special schools then become viewed as necessitating 'different' forms of teaching and learning from mainstream settings, resulting in teachers feeling ill-equipped to work in these roles.
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From RTÉ Radio 1's Today with Claire Byrne, all teachers to complete placements in special education setting
But quality teaching and learning is not dramatically different in mainstream and special education settings. The difference is in the level of intensity of instruction, knowledge of a range of effective strategies, access to relevant resources and multidisciplinary support. Teachers need support to develop positive beliefs towards inclusion, along with the key knowledge and skills to meet the needs of all learners, regardless of the school and class setting. Empowering teachers in this way is crucial for ensuring that every student can thrive and reach their full potential.
The Minister rightly pointed to the importance of teacher training in this area, commonly known as initial teacher education, and talked about the introduction of a requirement for student teachers to engage in an assessed placement in special classes or special schools in 2026. It should be noted that special education placements already exist in some initial teacher education programmes in Ireland, such as the DCU primary initial teacher education programme.
While this type of placement can undoubtedly be beneficial in preparing student teachers for inclusive education, it is only part of the solution to a complex issue. Policymakers tend to go for low-hanging fruit to address key issues. Just as schools are the answer to all of society's ills, initial teacher education is often the answer to challenges arising in the school system.
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From RTÉ Radio 1's Today with Claire Byrne, John Boyle from the Irish National Teachers Organisation on teachers' response to Minister for Education's comments on special education training
Initial teacher education can only do so much to prepare teachers for meeting the diversity of learning needs in the school system. Research on initial teacher education for inclusion, commissioned by the National Council for Special Education, shows that effective initial teacher education can lessen the 'reality shock' of the real-world classroom for newly qualified teachers, but we must temper our expectations for what it can achieve.
While that does not mean there is no room for improvement, we must acknowledge that teachers, like all professionals, need access to high-quality professional development throughout their careers to enhance their capacity to meet diverse learning needs. This is especially true for teachers working in special education roles, which include special education teachers (who provide additional support in mainstream schools), special class teachers, and teachers who work in special schools.
These teachers can apply for a state-funded postgraduate diploma in special education teaching, but only 338 places are offered annually for over 20,000 teachers in specialist roles. This capacity has remained unchanged despite the dramatic increase in special classes (over 700% since 2011) and the opening of 11 new special schools since 2018. As noted by the INTO's John Boyle, it will take 80 years to upskill special education teachers at this rate.
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From RTÉ Radio 1's Drivetime, Minister of State for Special Education Michael Moynihan on the ongoing shortage of places for children with additional needs as Ombudsman for Children's Office reports 126 children with special educational needs are without a school
There is no obligation to have a specialised qualification to work in a special education teaching role in Ireland, which results in varying levels of expertise in schools. Schools are advised to ensure that teachers in such roles have relevant experience and expertise, yet newly qualified and inexperienced teachers are often assigned such roles.
Special class teachers report heightened stress due to feeling unprepared for their roles, but their confidence and competence for inclusive practice improves significantly when they access meaningful professional development opportunities. While the Department of Education supports professional development through Oide, the school support service, and the National Council for Special Education, it is primarily short-form, one-off workshops and seminars that often have a limited number of places.
There is much nuance and complexity to consider in preparing and supporting all teachers for inclusive education
This type of professional development can be helpful for knowledge sharing, but it is unlikely to impact teacher practice significantly. Teachers need opportunities for school-based collaborative learning that can transform their practice, but there is a lack of coordinated efforts to support teachers and schools in engaging in this type of professional learning.
Revisiting the Minister's intention to introduce mandatory placements in special classes or schools within initial teacher education raises an important question: can student teachers be effectively mentored during these placements when many practicing teachers in these roles feel underprepared and lack confidence? This intention appears to be a useful one but there is much more nuance and complexity to consider in preparing and supporting all teachers for inclusive education that meets the needs of all students.
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The views expressed here are those of the author and do not represent or reflect the views of RTÉ
