Seán Sherlock
Ceist:80. Deputy Sean Sherlock asked the Minister for Education if she will address a matter raised in correspondence (details supplied); and if she will make a statement on the matter. [20913/21]
Amharc ar fhreagraThursday, 22 April 2021
Ceisteanna (80)
Freagraí scríofa
As the deputy is aware, all children educated in Ireland are expected to have the opportunity to study Irish to an appropriate standard, and that an exemption from the study of Irish may be granted by school management in the exceptional circumstances outlined in circular 0052/2019 (Primary) and 0053/2019 (Post Primary) only. The Department of Education website has guidelines and FAQs on exemptions from the study of Irish which provide further assistance to schools and parents on the matter of exemptions from the study of Irish. These can be accessed here: https://www.education.ie/en/Parents/Information/Irish-Exemption/
In line with other department policies in the area of special educational needs, the circulars on the granting of exemptions from the study of Irish have moved away from a diagnostic categorical model to a needs-based model. Therefore a diagnosis of an Autism Spectrum Disorder (ASD) or other condition is not a requirement for granting an exemption from the study of Irish which is a matter for the school. While an external report might recommend an exemption, it is up to the school to decide if they have the evidence, (ongoing support, response to intervention and current level of need as identified in school testing) when considering the exceptional circumstances in which an exemption should be granted. 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 pupil.
Subsection 2.2.c of the circular makes provision for pupils in mainstream schools who are encountering persistent literacy difficulties across the curriculum and therefore assessment of those literacy difficulties is carried out in the language of instruction of the school (English). The assessment is not intended to identify pupils who have difficulty with learning Irish only.
In the case of students in special schools and in special classes in mainstream schools, and in recognising the authority devolved to the management authorities in decision making concerning the Irish language learning needs of the students concerned, a formal application for a Certificate of Exemption is not required. Pupils in special schools and in special classes in mainstream schools will therefore be exempt without holding a Certificate of Exemption. A Certificate of Exemption from the study of Irish may be granted by the management authorities of the special school/class to a pupil in order to facilitate their transition back to a mainstream school/ class.
In line with the department’s policy special schools/schools with special classes are expected and encouraged to provide all pupils, to the greatest extent possible and in a meaningful way, with opportunities to participate in Irish language and cultural activities at a level appropriate to their learning needs.
A formal application for an exemption from the study of Irish is required for students who meet the criteria outlines in Subsection 2.2 of the Circular but are not enrolled in a special class.
In relation to stress and anxiety, schools can best promote the wellbeing of students through a multi-component, preventative, whole school approach. In line with best practice, The National Educational Psychological Service (NEPS) encourages schools to adopt a whole school, continuum of support approach to provide for children and young people’s wellbeing needs. This involves three levels: Support for All, Support for Some and Support for Few. https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/Model-of-Service.html.
If the parent/guardian or student over 18 years of age is not satisfied that the school principal has followed the correct procedures in making a decision to refuse to grant an exemption from the study of Irish, then the parent/guardian or student over 18 years of age can complete an Irish Exemption Appeal Form setting out the specific reason(s) why the decision is being appealed and the circumstances in which it is considered that the process has not been correctly applied. The completed Irish Exemption Appeal Form should be submitted within 30 calendar days from the date the decision of the school not to grant an exemption was notified in writing to the parent(s)/guardian(s)/student.
Officials in my department have enquired into the case above and note that the principal of the school determined that the pupil’s circumstances do not meet the criteria set out in the circular and that no appeal was received by the department in relation to the decision. Officials from the department have previously responded to correspondence from the child’s mother on the matter and have advised her that it is not possible to grant an exemption outside of the the exceptional circumstances outlined in the circulars.
As is the case for a pupil/student who encounters difficulty with the study of Irish and who does not have an exemption from the study of Irish, schools are required to address a wide diversity of needs by providing a differentiated learning experience for pupils/students in an inclusive school environment.
The Primary Language Curriculum is for children of all abilities in all school contexts. This is informed by the principles of inclusion and the benefits of bilingualism for all students that underpin the Primary Languages Curriculum. It recognises and supports pupils’ engagement with Irish and English at different stages and rates along their language-learning journey. It builds on the language knowledge and experience that pupils bring to the school. The Progression Continua in the Primary Language Curriculum provide a framework for teachers to identify the pupil’s stage of language development and to plan interventions that support the development of language skills and competences in Irish and in English in an integrated manner, emphasising the transferability of language skills across languages. All pupils are encouraged to study the language and achieve a level of personal proficiency that is appropriate to their needs and ability.
Similarly, at post-primary level, the Irish language curriculum is informed by the principles of inclusion and the benefits of bilingualism for all students that underpin the Framework for Junior Cycle (2015) and curricular provision in senior cycle. Students should be encouraged to study the language and achieve a level of personal proficiency that is appropriate to their ability.