Teacher Training

714. Deputy Ryan O'Meara asked the Minister for Education and Youth the additional qualifications needed for teachers to teach in a Gaelscoil; and if she will make a statement on the matter. [18919/26]

821. Deputy Ryan O'Meara asked the Minister for Education and Youth the steps being taken to ensure that teachers are being supported to teach STEM; and if she will make a statement on the matter. [19741/26]

508. Deputy Sorca Clarke asked the Minister for Education and Youth whether mandatory specialist autism training is required for all teachers and principals in schools operating autism classes; if not, the reason for same; and whether she will commit to introducing mandatory, up-to-date training for all staff working in autism classes. [14364/26]

509. Deputy Sorca Clarke asked the Minister for Education and Youth the number of primary and post-primary teachers who completed NCSE “Introduction to Autism” training in each of the past three years; the number who applied but did not receive a place; and whether additional training dates and capacity will be provided. [14365/26]

512. Deputy Sorca Clarke asked the Minister for Education and Youth the oversight mechanisms in place to ensure autism classes are adequately resourced and staffed with appropriately trained personnel; and whether inspections assess specialist knowledge and implementation of evidence-based supports. [14368/26]

588. Deputy Ged Nash asked the Minister for Education and Youth if she has any plans to review the requirement for newly qualified teachers to have completed the Droichead programme within three years; and if she will make a statement on the matter. [15076/26]

573. Deputy Sorca Clarke asked the Minister for Education and Youth the mandatory autism training undertaken by teachers and SNA’s; if the “introduction to autism” course for newly appointed primary teachers is a requirement for all teachers and SNA’s in ASD classes, units and special schools prior to taking same post. [9698/26]

49. Deputy Ryan O'Meara asked the Minister for Education and Youth to consider creating a required school placement in a special education setting in teacher training courses, that will prepare primary school teachers to teach in a special class or special school; and if she will make a statement on the matter. [6687/26]

50. Deputy Ryan O'Meara asked the Minister for Education and Youth the supports in place and the training available to ensure that all teachers are equipped to teach in a special class; and if she will make a statement on the matter. [6688/26]

73. Deputy Pádraig Rice asked the Minister for Education and Youth if specific continuous personal development training is available on a specific area (details supplied); if her Department has plans to introduce such training; and if she will make a statement on the matter. [6833/26]

530. Deputy Jen Cummins asked the Minister for Education and Youth the plans to incentivise further teacher training in relation to special education; and if she will make a statement on the matter. [6103/26]

572. Deputy Richard Boyd Barrett asked the Minister for Education and Youth whether a proactive approach to educating teachers about epilepsy will be adopted following calls by an organisation (details supplied) for 'Seizure Safe Schools'; and if she will make a statement on the matter. [6470/26]

1225. Deputy Paul Lawless asked the Minister for Education and Youth the total number of primary and post-primary teachers who engaged in Department-funded continuous professional development in each of the past five years; the breakdown of those figures, by primary and post-primary level, continuous professional development undertaken within the additional in-school hours provided for under publi…

1226. Deputy Paul Lawless asked the Minister for Education and Youth the number of teachers, in each of the past five years, who have undertaken continuous professional development specifically related to supporting pupils with additional and special educational needs, including autism spectrum disorder, ADHD, dyspraxia and dyslexia; the breakdown by category of need, by primary and post-primary l…

1227. Deputy Paul Lawless asked the Minister for Education and Youth the assessments that have been carried out by her Department of teachers' capacity to engage in continuous professional development during the school year; whether any analysis has been conducted on barriers to participation, including substitution cover, timetable pressures and workload; whether any reports arising from such ass…

1228. Deputy Paul Lawless asked the Minister for Education and Youth the number of hours of the additional in-school time provided for under public service agreements were used nationally for continuous professional development in each of the past three school years; the proportion of this time that was allocated to training in special educational needs, student wellbeing and behavioural or emotio…

1229. Deputy Paul Lawless asked the Minister for Education and Youth the continuous professional development currently provided to support teachers in managing increasingly complex classrooms, including cultural and linguistic diversity, mixed-ability teaching, trauma-informed practice and behavioural support; the number of teachers who have participated in such training in each of the past three …

1230. Deputy Paul Lawless asked the Minister for Education and Youth whether her Department has conducted a national survey, audit or questionnaire of schools and principals to assess teachers' professional development needs, capacity to access continuous professional development and priority training areas; if not, whether she will commit to establishing a formal needs-assessment process; the pro…

1231. Deputy Paul Lawless asked the Minister for Education and Youth the mechanisms in place to measure the effectiveness and outcomes of Department-funded continuous professional development; whether data is collected on the impact of such training on classroom practice and student outcomes, particularly for pupils with additional and special educational needs; the details of any evaluations carr…

1232. Deputy Paul Lawless asked the Minister for Education and Youth whether her Department has set participation targets or benchmarks for teacher engagement in continuous professional development; if so, to outline those targets; if not, whether she will commit to establishing national benchmarks, particularly in the areas of special educational needs, behavioural support and wellbeing; and if s…

293. Deputy Ciarán Ahern asked the Minister for Education and Youth if she can provide the rationale for the current system where a certain Teastas Eorpach na Gaeilge (TEG) level is an entry requirement for State-funded teacher training colleges, but not privately run colleges; if she will consider implementing a standardised TEG level requirement for all teacher training colleges; and if she will…

294. Deputy Ciarán Ahern asked the Minister for Education and Youth if she can provide the rationale for the current system where a certain Teastas Eorpach na Gaeilge (TEG) level is an entry requirement for State-funded teacher training colleges, but not privately run colleges; if she will consider implementing a standardised TEG level requirement for all teacher training colleges; and if she will…

268. Deputy Malcolm Byrne asked the Minister for Education and Youth the subject areas that are currently identified where there are staff shortages at second level; the measures in place to address this; and if she will make a statement on the matter. [62443/25]

490. Deputy Albert Dolan asked the Minister for Education and Youth the expenditure on recruitment campaigns of international hiring of teachers; and to compare this with the estimated cost of teacher training for graduates who leave the State within three years of qualification, for each of the past five years. [61179/25]

491. Deputy Albert Dolan asked the Minister for Education and Youth the number and proportion of newly qualified primary and post-primary teachers who take up teaching posts in Ireland within one year of qualification, versus those who emigrate or do not enter the Irish teaching workforce, for each year since 2010 to date in 2025; and the data sources used such as Teaching Council registration, pa…