Seán Sherlock (Cork East, Labour)
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80. To ask the Minister for Education and Skills if she will address a matter raised in correspondence (details supplied); and if she will make a statement on the matter. [20913/21]

Norma Foley (Kerry, Fianna Fail)
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As the deputy is aware, all children educated in Ireland are expected to have the opportunity to study Irish to an appropriate standard, and that an exemption from the study of Irish may be granted by school management in the exceptional circumstances outlined in circular 0052/2019 (Primary) and 0053/2019 (Post Primary) only.  The Department of Education website has guidelines and FAQs on exemptions from the study of Irish which provide further assistance to schools and parents on the matter of exemptions from the study of Irish.  These can be accessed here:  

In line with other department policies in the area of special educational needs, the circulars on the granting of exemptions from the study of Irish have moved away from a diagnostic categorical model to a needs-based model.  Therefore a diagnosis of an Autism Spectrum Disorder (ASD) or other condition is not a requirement for granting an exemption from the study of Irish which is a matter for the school.  While an external report might recommend an exemption, it is up to the school to decide if they have the evidence, (ongoing support, response to intervention and current level of need as identified in school testing) when considering the exceptional circumstances in which an exemption should be granted.  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.

Subsection 2.2.c of the circular makes provision for pupils in mainstream schools who are encountering persistent literacy difficulties across the curriculum and therefore assessment of those literacy difficulties is carried out in the language of instruction of the school (English).  The assessment is not intended to identify pupils who have difficulty with learning Irish only.

In the case of students in special schools and in special classes in mainstream schools, and in recognising the authority devolved to the management authorities in decision making concerning the Irish language learning needs of the students concerned, a formal application for a Certificate of Exemption is not required. Pupils in special schools and in special classes in mainstream schools will therefore be exempt without holding a Certificate of Exemption. A Certificate of Exemption from the study of Irish may be granted by the management authorities of the special school/class to a pupil in order to facilitate their transition back to a mainstream school/ class.

In line with the department’s policy special schools/schools with special classes are expected and encouraged to provide all pupils, to the greatest extent possible and in a meaningful way, with opportunities to participate in Irish language and cultural activities at a level appropriate to their learning needs. 

A formal application for an exemption from the study of Irish is required for students who meet the criteria outlines in Subsection 2.2 of the Circular but are not enrolled in a special class.

In relation to stress and anxiety, schools can best promote the wellbeing of students through a multi-component, preventative, whole school approach.  In line with best practice, The National Educational Psychological Service (NEPS) encourages schools to adopt a whole school, continuum of support approach to provide for children and young people’s wellbeing needs.  This involves three levels: Support for All, Support for Some and Support for Few.  .

If the parent/guardian or student over 18 years of age is not satisfied that the school principal has followed the correct procedures in making a decision to refuse to grant an exemption from the study of Irish, then the parent/guardian or student over 18 years of age can complete an Irish Exemption Appeal Form setting out the specific reason(s) why the decision is being appealed and the circumstances in which it is considered that the process has not been correctly applied.  The completed Irish Exemption Appeal Form should be submitted within 30 calendar days from the date the decision of the school not to grant an exemption was notified in writing to the parent(s)/guardian(s)/student.

Officials in my department have enquired into the case above and note that the principal of the school determined that the pupil’s circumstances do not meet the criteria set out in the circular and that no appeal was received by the department in relation to the decision. Officials from the department have previously responded to correspondence from the child’s mother on the matter and have advised her that it is not possible to grant an exemption outside of the the exceptional circumstances outlined in the circulars.

As is the case for a pupil/student who encounters difficulty with the study of Irish and who does not have an exemption from the study of Irish, schools are required to address a wide diversity of needs by providing a differentiated learning experience for pupils/students in an inclusive school environment.

The Primary Language Curriculum is for children of all abilities in all school contexts.  This is informed by the principles of inclusion and the benefits of bilingualism for all students that underpin the Primary Languages Curriculum.  It recognises and supports pupils’ engagement with Irish and English at different stages and rates along their language-learning journey.  It builds on the language knowledge and experience that pupils bring to the school.  The Progression Continua in the Primary Language Curriculum provide a framework for teachers to identify the pupil’s stage of language development and to plan interventions that support the development of language skills and competences in Irish and in English in an integrated manner, emphasising the transferability of language skills across languages.  All pupils are encouraged to study the language and achieve a level of personal proficiency that is appropriate to their needs and ability. 

Similarly, at post-primary level, the Irish language curriculum 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.  Students should be encouraged to study the language and achieve a level of personal proficiency that is appropriate to their ability.

Patrick Costello (Dublin South Central, Green Party)
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81. To ask the Minister for Education and Skills the schools which have been compelled to open ASD classes in Dublin 12; and if she will make a statement on the matter. [20920/21]

Patrick Costello (Dublin South Central, Green Party)
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83. To ask the Minister for Education and Skills the status of plans to further compel schools to open ASD classes in Dublin 12; and if she will make a statement on the matter. [20922/21]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I propose to take Questions Nos. 81 and 83 together.

Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. 

This year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs.As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels. 

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.

NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing. Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard. 

It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. 

Notwithstanding the extent of this investment, there are some parts of the country, including South Dublin, where increases in population and other issues have led to concerns regarding a shortage of school places.

The Deputy will be aware of the process underway in South Dublin under Section 37A of the Education Act, 1998. Statutory notices issued under the Act together with the representations received from the schools and their patrons are published on my Department’s website. As the legal process is still underway, it would not be appropriate for me to comment further at this stage. 

I also announced the establishment of a new special school (Our Lady of Hope School) in Crumlin, Dublin 12 last December. Both the NCSE and my Department are working closely with the patron and the school's management team on the practical arrangements required to progress this project as speedily as possible.

Finally, I can reassure the Deputy that the local Special Educational Needs Organisers (SENOs) continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: . 

Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at www.ncse.ie.