Albert Dolan (Galway East, Fianna Fail)

I refer to the issue of specific speech and language disorder, SSLD, classes and the eligibility criteria for same. The Circular 0038/2007 published by the Department of education set out the criteria for enrolment into specific speech and language disorder classes, which precluded access to this service for children who have an identified disability. Essentially, the children with speech sound disorders cannot be treated in mainstream classrooms due to the nature of the specialised support required. A parent representative group from the Galway branch of Down Syndrome Ireland initially highlighted this anomaly in the circular last May to the then Minister of State with responsibility for disability, Anne Rabbitte.

A working group was convened to undertake a review of this circular to remove any discriminatory elements. However, the revised circular, which was published in March 2025, Circular 0024/2025, also discriminates against children with a disability as it only permits access to children who have, "a speech sound disorder (SSD) of unknown origin." Therefore, children with a disability are still excluded. These discriminatory eligibility criteria are the cause of blatant discrimination against, and the exclusion of, young children with a disability in primary schools in Ireland for decades. This policy in the Department of education has denied children with a speech and language disorder equal access to supports in education, for example, speech specific and language disorder class placement based on the grounds of disability, since the publication of the circular in 2007. While the specific reference to IQ range and physical disability in the amended circular have been removed, a new discriminatory clause has been inserted.

The DSI Galway education subgroup sought international expert advice on the interpretation of this discriminatory clause, as well as advice from local senior speech and language therapists. Their advice is that this is further discrimination and exclusion against children with disabilities. This is in contravention of inclusion and fails to agree with the principles of the Equal Status Act 2000, the Equality Act 2004, the Education Act 1998, the Education for Persons with Special Educational Needs Act 2004, the Disability Act 2005 and, more recently, the UNCRPD.

While it is the HSE's responsibility to operationalise and implement the therapy in specific speech and language disorder classes, the fundamental problem in accessing these classes is the criteria set out in the Department of education's circular letter, that is, the exclusion of a child who has a speech sound disorder and a co-occurring disability, for example, a physical disability such as cleft lip and-or palate, or a specific syndrome such as Down's syndrome.

It is important to note that speech sound disorders can occur in a child with a disability and, likewise, they can occur in a child without a disability. Thus, a child's disability is not always the cause of their speech sound disorder. This barrier is being used by the HSE to prevent access by children who have a disability. Unfortunately, it is SLT managers in the primary care section of the HSE who decide whether or not a child is enrolled in these classes, although it is a Department of education policy. In some instances it is a discretionary decision made at HSE level. These classes must be accessible to all children regardless of disability. For children with literacy, learning, social participation and well-being needs, their educational provision and their special educational needs will be best met by the integrated and short-term provision offered through the specific speech and language disorder, SSLD, classes.

There are multiple examples of children with a speech sound disorder, and a disability who attended SSLD classes in the past, who made significant gains from attending these classes. As a result, the children are now able to verbally communicate. These children are capable and they are eager to learn. With the right support, they can thrive, and their voices, though not always heard, are just as important as any others in those circumstances.

While this issue has been highlighted by the Down Syndrome Galway education subgroup, this is a nationwide issue that has affected children all over the country for years. We have a Government that is advocating for inclusive education. In 2024 the NCSE published a paper, An Inclusive Education for an Inclusive Society. I am conscious of the time and I will comment further in due course.

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