Mr. John Boyle:

Gabhaim buíochas le baill an coiste as an iarratas teacht isteach. Labhraím ar son Chumann Múinteoirí Éireann, an ceardchumann is sinne agus is mó do mhúinteoirí in Éirinn. Tá ionadaíoch thar faoi 50,000 againn idir bunleibhéal i bPoblacht na hÉireann agus bunleibhéal agus an iarbhunleibhéal i dTuaisceart na hÉireann. Mar a dúirt mé, táimid iontach buíoch den choiste.

Sheol muid ár ráiteas chuig achan baill den choiste agus mar sin nílim chun achan focal atá ann a léamh. An rud is tábhachtaí le rá againn ná nach mbíonn na díolúintí seo ar fáil áit ar bith eile san Eoraip. Is é seo an t-aon tír ina bhfuil siad ar fáil. Tá sé ríthábhachtach é seo a thabhairt faoi deara, go háirithe don bhunscoil. The matter of exemptions from the study of Irish, tá sé complex agus multifaceted. Irish has long been a core subject of the primary school curriculum and forms an integral part of the new integrated primary language curriculum. Tá sé sin tábhachtach fosta mar níl Béarla agus Gaeilge mar ábhair ann a thuilleadh. Tá ábhar amháin ann, is é sin an integrated primary language curriculum. Tá sé iontach tábhachtach go mbeadh an dá ábhar sin snaidhmthe le chéile sa scoil. This gives an opportunity for language learning and gives the advantages of bilingualism a particular status on the primary curriculum for students learning language in Ireland.

I agree with the TUI submission in that developments in the understanding of language acquisition of special educational needs and neuroscience in education generally has led to a review of the policy of exemptions by the Department of Education. That was very much welcomed by our union at the time. We have new circulars in place now. Obviously, the Department intended to give greater clarity, simplicity and transparency in the process involved in granting of exceptions. The main focus now, for a child who has ongoing and persistent special educational needs and those who are entitled to a place in special schools and classes, in particular, go mbeidh an díolúine sin acu. Áfach, nuair a rinne siad an t-athbhreithniú ar an gciorclán, ní dóigh linne go ndearna siad athbhreithniú ceart and in fact we would submit that the consultation did not take place at all. Fuaireamar briefing ó thaobh an chiorcláin nua ach ní raibh siad sásta éisteacht linn.

It is a positive feature of primary education in Ireland that children experience language learning in at least two languages. Engagement with Gaeilge throughout their primary education has many benefits for children as it extends their overall linguistic experience and enhances language acquisition skills and awareness.

Exposure to and engagement with the Irish language in school on a daily basis, formally and informally, serves to deepen the pupils’ cultural awareness and contributes to their sense of national identity. This also promotes increased opportunities for social engagement, consistent with the key principles underpinning the effective teaching, learning and assessment of language and literacy as set out in our national curricula and reinforced by the National Council for Curriculum Assessment sa dréacht nua atá ag teacht amach ó thaobh an churaclaim nua don bhunscoil.

The benefits of bilingualism and studying a language from a young age are now better understood and studies show that a second language helps mental agility, makes it easier to learn a third or more languages and can help support a child’s academic achievement in other curricular areas. The 2019 primary language curriculum is for children of all abilities in all school contexts and is based on an integrated approach. The primary language curriculum provides a framework for teachers to identify the pupils’ stage of language development and accordingly to plan interventions that will support the development of language skills and competencies in Gaeilge agus Béarla and in an integrated manner. It also emphasises the transferability of language skills across languages.

It is an anomaly of the system for exemptions that a student can avail of an exemption from the study of Irish due to learning difficulties, yet tá cead ag an dalta céanna teanga eile a fhoghlaim ansin níos moille agus é nó í ag dul tríd an scoil. There is an anomaly in the fact there is an exemption from one of the two language in the integrated primary language curriculum and yet you can still go on to study a modern foreign language. We may even be faced with a situation in a number of years, although we hope not, where the modern foreign languages are becoming part of the revised curriculum and you could be doing Spanish, Italian or French with English and have an exemption from Irish. Ní bheadh ciall ar bith leis sin. There is evidence from the Department of Education’s review to support this view, as 67% of junior certificate students in 2016 with an exemption from Irish sat an examination in a foreign language. Sin beirt as triúr.

The special education teaching allocation model is also important because the model that is in place for primary education allows mainstream schools to provide additional teaching support do na páistí uilig who need that support for their identified learning needs in school as opposed to being based primarily upon a diagnosis. Sin a dóigh a bhí sé. It was only about the diagnosis but now the idea is that the teachers are front-loaded, as the special needs assistants, SNAs, are on occasion as well. It is important the policy of granting exemptions would be congruent with the overall policy for students with special educational needs, which is no longer based on a point-in-time diagnosis of a disability but seeks to respond to pupils’ emerging, or in some cases diminishing, needs as they develop and progress through the curriculum and school.

As with most curricular areas, tá sé iontach tábhachtach go mbeadh continuum of strong to weak language learners but no unique disability in language learning. Sparks stated in 2016 that "empirical evidence has shown that students classified as ... [learning disabled] do not regularly fail ... [foreign language] courses and that, in fact, most secondary and postsecondary students classified as ... [learning disabled] pass ... [foreign language] courses. Sin an rud a dúirt Declan cúpla bomaite ó shin. Difficulty in reading and writing a language does not necessarily inhibit an individual in learning to speak and understand the language. For some children with significant learning difficulties, learning Irish may not be suitable, but research evidence confirms that, given an tacaíocht ceart, the right supports, children with additional learning needs can benefit from learning Irish. Bhí mise istigh in ollmhargadh sa Ghaeltacht le linn an tsamhraidh agus bhí fear óg le Down's syndrome ag caint liom ag an checkout. Thug mé faoi deara láithreach go raibh sé chomh chumasach sa Bhéarla is a bhí sé sa Ghaeilge. Bhí mé ag smaoineamh ina dhiaidh sin gur sin an córas oideachais. Bhí an leaid sin sáite sa phobal agus tá sé tábhachtach don duine sin agus do dhaoine le riachtanais speisialta, ní hamháin sa Ghaeltacht ach ar fud na tíre, go mbeadh siad ábalta cumarsáid a dhéanamh sa dá teanga. Tá sé sin tábhachtach. There is no evidence internationally for the concept of a second language learning disability, and the notion that bilingualism is damaging for children with autism spectrum disorder, ASD, is not supported by the limited research available. Furthermore, it is possible that bilingualism could improve communication and social skills in children with ASD.

I refer to díolúintí. The decision to grant an exemption from the study of Irish should arise only when it is evident a child is not benefiting from second language learning and when alternative interventions, such as suitable differentiation, have been exhausted over a prolonged period. Tarlaíonn sé go rómhinic go mbíonn brú ar pháistí dul go dtí an meánscoil trasna ón bhunscoil agus ag an phointe sin bíonn na tuismitheoirí ag iarraidh go mbeadh an díolúine seo curtha i gcrích ag an am sin. Bheadh sé i bhfad níos fearr an tacaíocht ceart a thabhairt do na páistí i rith na scolaíochta agus sa chás sin ní bheadh gá ar bith le díolúintí. In 1999, 2.5% of pupils were granted exemptions, but in subsequent years, nuair a tháinig an ciorclán nua amach, we saw a considerable increase in the percentage of pupils with exemptions. Sa bhliain 2010, bhí thart fé duine amháin amach as naonúr, nó 11%, agus bhí sé sin i bhfad ró-ard. Since 2019, principals can authorise exemptions. Under Circular 12/96, there were 5,385 pupils enrolled in primary schools with an Irish exemption and the most common reason mentioned was a learning difficulty. Tá anailís déanta maidir le líon na ndíolúintí ag an bhunleibhéal agus ar na figiúirí de dhaltaí a fuair díolúine de bharr míchumas foghlama ó 2016. Tá an t-eolas sin ó anailís a rinne an tOllamh Ó Duibhir i gColáiste Phádraig in Ollscoil Chathair Bhaile Átha Cliath i mbliana. Feictear go raibh titim ar an bhunleibhéal in 2019 ach go bhfuil an treocht ag dul in airde arís. Meastar go raibh baint ag an chiorclán nua agus bhí scoileanna druidte ar feadh tamall fosta le Covid. B'fhéidir go raibh baint ag na rudaí sin leis.

In anticipation of a review of the circular, the INTO engaged with our principal teachers, principal seminars and principals’ information sessions between September 2021 and May 2022. Some of the findings were quite startling when we engaged with those principals throughout the country. We asked them what their experience as principals was in granting exemptions, we asked what their view of the criteria for granting exemptions was, we asked what concerns, if any, they had about the granting of exemptions, and we asked if exemptions should be granted at all at primary level. The following trends emerged as an chaint sin. Principals felt they are being asked to grant more exemptions and felt under pressure from both parents and post-primary schools to do so. The pressure from parents stemmed from anxiety around access to supports at post-primary level and performance in State examinations. Principals felt that in many cases they were doing the job of some post-primary schools and asked for a review of how support is allocated in areas. B'fhéidir nach bhfuil an ceangal ceart ann idir an tacaíocht atá ar fáil sa bhunscoil do pháistí le riachtanais speisialta agus iad siúd ag dul ar aghaidh go dtí an meánscoil. Cuireann sé sin brú ar thuismitheoirí, ar phríomhoidí agus ar mhúinteoirí bunscoile. Dá mbeadh a fhios acu, mar shampla, go mbeadh ranganna speisialta ann agus go mbeadh tacaíocht speisialta ar fáil sa mheánscoil do na páistí seo, b'fhéidir nach mbeadh gá ar bith leis an díolúine sa chás sin.

When informed that the Department of Education figures show a decrease in exemptions granted since the commencement of the 2019 circular, several principals indicated that all exemptions granted may not be in the Department's database mar chaithfear iad a chur ar an primary database agus uaireanta bíonn na príomhoidí róghnóthach i rith na bliana leis sin a dhéanamh go gasta. Sa chás sin, when the statistics are being gathered, sometimes the exemptions have not been uploaded.

There is definitely a question about some of the statistics that are available from the Department at present. Principals also felt that the criteria were clear and that a pupil either qualified for an exception or did not. Chuir siad fáilte roimhe sin because it was not always the case that the criteria were clear.

However, it was also felt there was a high level of dissatisfaction among parents, who felt that a child should be granted an exemption when the principal was not in a position to do so, or that the child did not receive a low enough score on the discrete test, but the test score is the score. There appears to be a relatively high level of requests for pupils to be retested. This development is very worrying because there is no place for retesting on standardised tests.

Principals also reported that they felt many parents may not fully understand the longer term implications. Nuair a bhí mise i mo phríomhoide ar feadh tamall fada, bhí mé i gcónaí ag míniú do na tuismitheoirí go mb'fhéidir go mbeadh deacrachtaí ag na daltaí níos déanaí nuair a bhí an scoil críochnaithe acu - fiú amháin agus iad ag dul ar aghaidh go dtí an leaving certificate - because there are conditions on the leaving certificate applied course with regard to a second language. Ba é an meon a bhíodh agamsa i gcónaí ná go mbeadh sé i bhfad níos fearr don dalta a bheith ag staidéar na Gaeilge ar feadh 11 bhliain ná ábhar éigin nua a thosú i ndiaidh an junior certificate. Tá sé tábhachtach go mbeadh Gaeilge ag daoine do certain public service jobs and other jobs fosta.

Principals also reported that privately commissioned psychologists were often not aware of the terms of the new circular. Tá a fhios ag an gcoiste go bhfuil an National Educational Psychological Service, NEPS, ann. Ba cheart go mbeadh a fhios ag NEPS faoin gciorclán ach, ó am go chéile, ní bhíonn NEPS ag feidhmiú. Sa chás sin, when one gets a private assessment done, the psychologists may not be aware of the new criteria in the circular. There was a strong feeling that the concept of granting of exemptions should be re-examined in the light of the integrated language curriculum sa bhunscoil, the ongoing consultation on the draft primary curriculum framework and the possibility of the inclusion of a modern foreign language in the primary curriculum in the future.

Principals also requested evidence-based research to support the argument that there may be a benefit to be derived from the granting of exemptions from elements of the curriculum. There is not too much evidence available worldwide at present. There was also a strong feeling among principals at the seminars that exemptions should not be granted at primary level and that pupils at primary level should experience all aspects of an integrated curriculum, albeit with appropriate differentiation. The granting of any exemptions, if necessary, should take place later in a pupil’s school life. We also note - nuair atá 400 príomhoide ag teacht le chéile, ní bhíonn siad ag aontú lena chéile i gcónaí - that there were dissenting voices at the seminars but it was a small but vocal minority. We are giving the majority findings here today.

It is also noteworthy that since we engaged with principals on this matter, a significant number of children who were not born in Ireland, including children fleeing from the unjust war in Ukraine, have enrolled in Irish primary and secondary schools, including Gaeltacht schools, and that the majority of these children do not speak English on arrival here. Consideration should be given to providing additional teaching supports sa Bhéarla agus sa Ghaeilge do na páistí seo, ní hamháin sa Ghaeltacht agus i nGaelscoileanna ach i ngach scoil.

The INTO supports the view that students with additional and special educational needs are entitled to opportunities to experience and benefit from learning a second language at a level appropriate to their needs and abilities. That should be eminently possible. We are calling for a full consultation on and review of the circulars on exemptions because we were not properly consulted on the most recent one. We are calling for an examination of the concept of granting exemptions in the light of the integrated language curriculum and the potential introduction of a modern foreign language in the forthcoming framework.

We are also calling for evidence-based research to support the suggestion that there is a benefit to be derived from granting exemptions from any element of the curriculum; a full range of resources to allow primary schools to provide support to pupils experiencing difficulties with language learning and high-quality professional development. Tá sé sin tábhachtach fosta mar tá siad ag rá anois sa Roinn nach mbeidh an continuing professional development, CPD, ceart ar fáil, is é sin, an CPD a fuaireamar leis an tseanchuraclaim in 1999 which involved proper face-to-face, school-based training. That will be very important going forward.

We firmly believe go bhfuil an teanga náisiúnta lárnach san oideachas, as set out in the Education Act 1998. The principle of inclusivity must underpin policy for the Irish language and therefore exemptions should be exceptional and granted only in specific circumstances. The review of the primary school curriculum and the development of policy advice on supporting students with special educational needs marks a critical juncture and provides an ideal opportunity to engage in meaningful consultation and robust research on the concept of exemptions. Tá mé iontach buíoch den chomhchoiste as an gcuireadh.