Dáil Éireann Debate, Wednesday - 20 March 2024
372. Deputy Michael Lowry asked the Minister for Education her Department's stance on the awarding of exemptions from the study of the Irish language for students diagnosed with dyslexia (details supplied); and if she will make a statement on the matter. [11771/24]
View answer373. Deputy Michael Lowry asked the Minister for Education her Department's stance on the awarding of exemptions from the study of the Irish language for students diagnosed with dyslexia (details supplied); who interprets the criteria to satisfy their own findings; if her Department is distancing itself from these decisions; the reason is it investigating the schools for making these decisions; and if she will make a statement on the matter. [11772/24]
View answer387. Deputy Michael Lowry asked the Minister for Education who is responsible and liable when a student, diagnosed with dyslexia by a professional educational psychologist, is refused an exemption by school management; if he is aware of the impact that this can have on a student who may receive points to access their third-level course but cannot attend the NUI colleges of their choice because they failed Irish in the Leaving Certificate; and if she will make a statement on the matter. [11835/24]
View answerI propose to take Questions Nos. 372, 373 and 387 together.
I can advise the Deputy that new circulars governing the granting of exemptions from the study of Irish were published in September 2022 (Circular 0054/2022 Primary and Circular 0055/2022 Post Primary).
Exemptions from the study of Irish may only be granted by school management in accordance with the criteria set out in section 2.2 of the relevant circular. A diagnosis of disability is not included in criteria for eligibility for exemption outlined in these circulars. Decisions regarding eligibility for an exemption are informed by school-based information on a child or young person’s progress and response to intervention over time. Decisions regarding eligibility are not based on whether or not a child or young person has a diagnosis of disability, including dyslexia.
• It is recognised that within any category of disability that there is a broad spectrum of abilities, strengths and needs and that decision making in relation to educational provision is based on knowledge of the child or young person’s individual learning strengths and needs. This is a more inclusive approach that recognises the uniqueness of each individual child or young person, and that is consistent with current needs-based policy on supporting children and young people with special educational needs.
• Guidelines were issued to all primary and post-primary schools in 2017 on supporting pupils and students with special educational needs using the Continuum of Support framework, These guidelines demonstrate how effective provision for children and young people with special educational needs is situated within an inclusive whole-school framework. This is underpinned by effective teaching and learning for all, and meaningful collaboration and engagement between teachers, parents/guardians, children and young people, and other professionals, where appropriate.
• A psychological report or assessment is not required in order for teachers to provide support for children with literacy difficulties. Nor is it required to inform decision making regarding eligibility for Irish exemptions. The introduction of the 2017 needs based approach to supporting students with special educational needs signalled a move away from a disability or diagnosis-based model of allocating supports, which was deemed inequitable, to a more inclusive approach whereby children can access support in a timely manner based on needs identified over time in the school context. Teachers who work with children on a daily basis are best placed to identify needs, plan and monitor response to intervention, using the problem solving process outlined as part of the Continuum of Support framework.
For students with significant literacy needs, such as those where there are concerns that literacy attainments remain, despite intervention, at/below the 10th percentile, the school will most likely be providing support through the Continuum of Support process. Additional teaching support is provided by special education teachers who undertake assessment and identification of need as part of the problem solving approach outlined in the special education teaching guidelines. This process informs the development of Student Support Plans. Therefore the school will have evidence on an individual’s Student Support file of ongoing support, response to intervention and current level of need as identified in school testing to support the application for an exemption. The granting of an Irish exemption emerges from this process where the student’s literacy needs are significant and persist despite evidence-informed intervention. The granting of an exemption from the study of Irish should not be a key factor in planning for the provision of special education teaching for a student or for testing.
This process is in accordance with the Department’s Guidelines for supporting pupils with Special Educational Needs in Mainstream Schools developed by the National Educational Psychological Service (NEPS), the Department’s Inspectorate and Special Education Section: www.gov.ie/en/publication/edf64-guidelines-for-primary-schools-supporting-pupils-with-special-educational-needs-in-mainstream-schools/.
The Dyslexia Association of Ireland itself acknowledges that many students with Dyslexia successfully study Irish and the Association was consulted with by the Department in the drafting of the circulars.
An exemption from the study of Irish awarded by a school under the terms of circulars 0054/2022 or 0055/2022 applies to the study of Irish at primary and post primary level. Third level entry requirements are a matter for individual Higher Education Institutions (HEI) and students are advised to contact the relevant HEI in respect of their Irish exemption policy.
The authority to grant an exemption from the study of Irish was devolved to school management under the 1990s circulars and this has not changed. Should a school refuse to grant an exemption from the study of Irish to a student, then the applicant is free to make an appeal to the Irish Exemptions Appeals Committee (IEAC). The IEAC will review the case based on the documentation available to the school and in accordance with the criteria in section 2.2. of the circular. Should the IEAC determine that the student meets the criteria, then they will inform the school and require the school to give effect to their decision. This is a new appeals process contained in the revised 2022 circulars.
The Department has recently written to all primary and post primary schools reminding them of the criteria for granting exemptions from the study of Irish as set out in the circulars. The Department is in the process of writing to a number of schools where the level of exemptions granted appears to be higher than average and, based on their response, the Department may seek relevant documentation to assist consideration of the matter. The purpose of this exercise is to support schools in implementing the circulars and to identify any common factors that arise that may need to be addressed, with a view to ensuring all learners are supported to participate in Irish to the extent of their ability.
