Gary Gannon (Dublin Central, Social Democrats)
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487. To ask the Minister for Education and Skills if autism spectrum disorder, ASD, classrooms are included in the total number of classrooms for primary schools when determining the allocation of CO2 monitors. [46793/21]

Norma Foley (Kerry, Fianna Fail)
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Managing ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19.

A copy of the guidance is published on the Gov.ie website.

The over-arching approach in the guidance is for schools to have windows open as fully as possible when classrooms are not in use and partially open when classrooms are in use.

The guidance outlines that Carbon Dioxide (CO₂) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. They can enable occupants to become familiar with the impacts of activities, outdoor weather and window openings on levels of good ventilation.

Deliveries of CO₂ monitors to schools commenced in the third week of August. In total, it involves over 35,000 CO₂monitors being distributed to primary and post-primary schools. 25,000 CO₂monitors have been distributed to schools to date, meaning that CO₂monitors have been delivered to each school in the country. The monitors are portable, simple to use, and will give a digital reading.

96% of primary schools (including all special schools) have received their full allocation of CO₂ monitors. Ten CO₂monitors have been provided to schools at post-primary level with the balance of their allocation expected to be distributed in October

My Department arranged for the provision of a number of portable CO₂monitors based on the size of each school. The provision of portable CO₂monitors provides schools with the flexibility to focus their use to those rooms where most beneficial to inform strategies for optimising ventilation in the school.

Sorca Clarke (Longford-Westmeath, Sinn Fein)
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488. To ask the Minister for Education and Skills when her Department will review the current criteria set out for a child with a diagnosis of autism spectrum disorder, ASD, to qualify for an exemption from Irish language studies in school (details supplied). [46827/21]

Norma Foley (Kerry, Fianna Fail)
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As provided for in the circulars on exemptions from the study of Irish, the Department is planning to commence an initial review of the operation of the circulars following two years of implementation (September 2019).

The circulars have moved away from a categorical, diagnostic model to a needs based model in line with Department policy. Therefore a report from a psychologist or other medical professional is no longer required.

The circular requires the school to demonstrate evidence of intervention and differentiated support for those students who struggle with literacy, as well as the current level of in-school testing on discrete tests of word reading, reading comprehension or spelling. This includes using evidence of needs over time. As part of this process, the school will administer discrete tests to identify the needs of the student. It is these test results which inform intervention and need for any additional support.

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 Special Education Teacher. These teachers undertake assessment and identification of need as part of their problem solving approach and development of Student Support Plans detailed in the Continuum of Support model. The granting of an Irish exemption emerges from this process. Therefore the school will have evidence on an individual’s Student Support file to support the application for an exemption from the study of Irish. 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.

The circulars were developed following a review of the previous circulars (Report) and an extensive public consultation process.