Dáil Éireann Debate, Tuesday - 28 September 2021
488. Deputy Sorca Clarke asked the Minister for Education when her Department will review the current criteria set out for a child with a diagnosis of autism spectrum disorder, ASD, to qualify for an exemption from Irish language studies in school (details supplied). [46827/21]
Amharc ar fhreagraAs provided for in the circulars on exemptions from the study of Irish, the Department is planning to commence an initial review of the operation of the circulars following two years of implementation (September 2019).
The circulars have moved away from a categorical, diagnostic model to a needs based model in line with Department policy. Therefore a report from a psychologist or other medical professional is no longer required.
The circular requires the school to demonstrate evidence of intervention and differentiated support for those students who struggle with literacy, as well as the current level of in-school testing on discrete tests of word reading, reading comprehension or spelling. This includes using evidence of needs over time. As part of this process, the school will administer discrete tests to identify the needs of the student. It is these test results which inform intervention and need for any additional support.
For pupils 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 Special Education Teacher. These teachers undertake assessment and identification of need as part of their problem solving approach and development of Student Support Plans detailed in the Continuum of Support model. The granting of an Irish exemption emerges from this process. Therefore the school will have evidence on an individual’s Student Support file to support the application for an exemption from the study of Irish. 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.
The circulars were developed following a review of the previous circulars (Report) and an extensive public consultation process.
