Education - Inclusive & Special Education

This Postgraduate Diploma in Special Educational Needs is a recognised postgraduate qualification for teachers working in the area of special educational needs and learning support in mainstream primary and post primary schools and for teachers in special classes/units, special schools and other relevant educational settings.

Applicants must hold a minimum of a bachelor's degree (NFQ Level 8) (or equivalent) with a minimum of a second-class honours, grade 2 (2:2) in a recognised teaching qualification. Applicants, who should be qualified teachers, need to meet the following requirements: Primary: Applicants should have satisfactorily completed their probationary period. They must be qualified teachers who hold A) a position in a sanctioned post in an area of special education or learning support, or who will be taking up such posts in September. B) a position as a mainstream class teacher and has contact with children with special educational needs Post Primary: Applicants must be qualified teachers who hold A) a position in a sanctioned post in an area of special education or learning support, or who will be taking up such posts in September. B) a position as a mainstream class teacher and has at least four class periods should be allocated to teaching individuals or groups of not more than four students. Special Schools: Applicants are also invited from Special School teachers. They must be qualified teachers who hold a position in a sanctioned post in a Special School or who will be taking up such posts in September. Other Educational Services: Qualified teachers employed by ETBs as literacy and/or numeracy tutors in Youthreach and who are assigned to Learning Support work (with individuals, groups or classes of not more than 15 pupils) for a minimum of 10 hours per week. At least four class periods should be allocated to teaching individuals or groups of not more than four students. Applicants should be teaching the same group of pupils with special educational needs in their setting over the entire duration of the diploma. Settings can include: primary mainstream, post primary mainstream, special class, special school and SET. It is particularly important that, in their schools, teachers participating in the programme are given the type/level of duties and teaching responsibilities (as required by the programme providers) which will permit them to benefit fully from the training being offered.