Dáil Éireann Debate, Thursday - 8 September 2022
884. Deputy Niall Collins asked the Minister for Education if advice will be provided in relation to a matter raised by a person (details supplied) in correspondence in relation to an exemption to study Irish; and if she will make a statement on the matter. [43057/22]
Amharc ar fhreagraI can advise the Deputy that exemptions from the study of Irish can only be considered by schools where the applicant meets the criteria set out in the relevant circular – 0052/2019 (primary) and 0053/2019 (post primary).
In all other cases, schools are required to address a wide diversity of needs by providing a differentiated learning experience for students in an inclusive school environment. This 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. The specification for Junior Cycle Irish aims to consolidate and deepen the students’ knowledge, understanding, values and language skills supporting their personal, cognitive and social development. The learning outcomes presented in the specification apply to all students. Students should be encouraged to study the language and achieve a level of personal proficiency that is appropriate to their ability.
The 2019 circulars move away from a categorical, diagnostic model to a needs based model and therefore a school cannot use a report from a medical practitioner as the basis of its decision to grant an exemption. 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 SET Teacher. These teachers undertake assessment and identification of need as part of their problem solving approach and development of Student Support Plans as set out in the NEPS Model of Service, www.gov.ie/en/service/5ef45c-neps/#model-of-service and in the document: Special Educational Needs: A continuum of Support, www.gov.ie/en/collection/dca316-special-education-needs-a-continuum-of-support/
It should be noted that there is no prescriptive timeframe for the monitoring a differentiated approach to language and literacy learning in both English and Irish. It is a matter for the school management to consider, in accordance with the principles of inclusion underpinning the Circular and in consultation with the pupil’s/student’s parent(s)/guardian(s), the class teacher, special education teachers and the pupil/student, if the evidence documented in the Student Support File shows significant and persistent learning difficulties overtime, despite intervention.
Consideration of the granting of an Irish exemption emerges from this process. Therefore the school will already have evidence on an individual’s Student Support File to support the application. 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.
An external report which recommends an exemption from the study of Irish from a psychologist, speech and language therapist (SLT), psychiatrist, GP or other practitioner, may be helpful to the school in considering how they are meeting an individual pupil’s/student’s needs but it is not the deciding factor for the principal to grant an exemption.
I can advise the Deputy that an initial review of the implementation of the 2019 circulars on exemptions from the study of Irish has now been completed by the Department.
Revised circulars including updated criteria for granting an exemption from the study of Irish together with accompanying guidelines to support implementation will be issued to schools at the start of the new school year for immediate implementation. See gov.ie - Apply for an Irish exemption (www.gov.ie), www.gov.ie/en/service/irish-exemption/
