Gino Kenny (Dublin Mid West, People Before Profit Alliance)
Link to this: Individually | In context | Oireachtas source

49. To ask the Minister for Education and Skills his plans to review his Department's policy on the provision of Irish language classes to children with an autism diagnosis in their main learning environment, specifically the non-provision of the subject to children in a school (details supplied) who attend a class for those with an autism diagnosis; his views on whether this is discriminatory, exclusionary and not equality based education when a child with ASD cannot access the primary school curriculum to the same degree as their mainstream peers; and if he will make a statement on the matter. [52017/17]

Richard Bruton (Dublin Bay North, Fine Gael)
Link to this: Individually | In context | Oireachtas source

Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools.

Students enrolled in special classes should be included, where possible, in mainstream classes and afforded the opportunity to access the full range of curricular areas, in line with their abilities, through differentiated teaching in either the special or mainstream classes.

The Primary School Curriculum is designed to cater for the diverse range of learning needs of children attending primary schools.  Language learning, both English and Irish, is an inherent dimension of a broad and balanced curriculum. 

Children with special educational needs should have access to the teaching of Irish to the degree that it is beneficial to their learning and development.  In this regard, the National Council for Curriculum and Assessment (NCCA) has provided guidelines for the teaching of Irish to students with mild general learning disabilities. 

In the context of special classes for children with Autism, the low teacher pupil ratio should allow for the differentiation of individual children’s programmes.  Differentiation of the programme of teaching and learning should endeavour to accommodate the children who are learning Irish and also those who are not.

Schools are also free to make arrangements for the deployment of teachers that recognises the skill sets and competencies of specific teachers. Where a special class teacher has an Irish Language shortfall the school should ensure that appropriate arrangements are made for the teaching of the Irish curriculum to the students in that class, in line with their abilities.

Access to Irish is compulsory in all recognised schools, however, there are limited circumstances whereby an application can be made by parents/guardians on behalf of a child for an exemption from the study of Irish.