Fionntán Ó Súilleabháin (Wicklow-Wexford, Sinn Fein)
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711. To ask the Minister for Education and Skills for the number of primary and secondary school students who have received an Irish exemption each year for the past five years; the number in each category of grounds for qualification for an exemption, for all schools across the State, by county, in tabular form; and if she will make a statement on the matter. [12060/25]

Helen McEntee (Meath East, Fine Gael)
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I can advise the Deputy that the number of exemptions from the study of Irish granted at primary and post primary level over the last five years is as follows:

Primary:

Post Primary:

The number of exemptions must be viewed in the broader context:

·School enrolments at post primary level have increased from 357,408 in 2017/18 to 416,575 in 2023/24, representing an increase of 16.5% at post-primary level.

·Over 18,000 students have enrolled from Ukraine alone over the last 3 years, 11,267 at primary level and 6,846 at post primary.

·At post-primary level, over 86,153 children have come into the education system from abroad in the last 5 years.

·The number of children with more complex special educational needs is increasing and this is evidenced by the almost 1,700 new special classes that have been provided in mainstream schools over the last five years and special school enrolments are increasing by 300 each year.

·There are almost 28,000 students with special educational needs enrolled in special classes and special schools in the 2024/2025 school year. This will equate to almost 3% of our overall primary and post-primary student population.

·New circulars were introduced in 2022/23 and so there will be a cohort of students at all levels who would not have previously met the criteria for an exemption from the study of Irish under previous circulars.

The Department continues to monitor the level of exemptions being awarded and is supporting schools through provision of a Helpline, Guidelines, FAQs and ongoing information to school management.

The Department is also taking a number of actions to strengthen the teaching and learning of Irish including:

·through professional learning opportunities,

·the Gaeltacht Education Policy

·the development of a new policy for Irish-Medium Education outside the Gaeltacht,

·the establishment of a new Unit to develop a policy framework and action plan to support the teaching and learning of Irish in English-medium schools,

·the provision of increased investment in COGG, a dedicated agency to support the teaching and learning of Irish,

·through curricular reform at every level.

The work being progressed as outlined above, demonstrates that my commitment and the Government’s commitment to the Irish language is strong.

The breakdown of exemptions from the study of Irish granted by county at primary and post primary levels from 2017 to 2022 is set out at the following link:

Fionntán Ó Súilleabháin (Wicklow-Wexford, Sinn Fein)
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712. To ask the Minister for Education and Skills if she is aware that many secondary schools are actively encouraging some parents of primary school students preparing to start second level education to apply for a Gaeilge exemption so that they may receive other educational supports during Gaeilge teaching time; that this has become a standard practise for secondary schools who are under resourced; that this is preventing many capable pupils from continuing to foster and develop their Gaeilge; and if she will make a statement on the matter. [12061/25]

Helen McEntee (Meath East, Fine Gael)
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I can advise the Deputy that all children educated in Ireland are expected to have the opportunity to study Irish to an appropriate standard and are encouraged to study the language and achieve a level of personal proficiency that is appropriate to their needs and ability.

The only circumstances in which an exemption from the study of Irish can be granted are those set out in Section 2.2. of Circular 0054/2022 (primary) & Circular 0055/2022 (post primary). This is informed by the principles of inclusion and the benefits of bilingualism for all students that underpin the Primary Language Curriculum, the Framework for Junior Cycle (2015) and curricular provision in senior cycle.

My Department follows international best practice in ensuring that all children and young people with special educational needs are provided with an education appropriate to their needs. This includes those children and young people who experience difficulties in the development of literacy skills. My Department published revised Guidelines for Post-Primary Schools Supporting Young People with Special Educational Needs in Mainstream Classes: www.gov.ie/pdf/?file= ,for primary and post-primary schools in December 2024 on supporting young people with special educational needs in mainstream classes. The guidelines were developed by the Department’s Special Education section, the Inspectorate, the National Educational Psychological Service (NEPS) and the National Council for Special Education (NCSE). The revised guidelines assist schools in identifying and supporting children and young people in mainstream classes with special educational needs. The Guidelines clearly state that ‘under no circumstances should an exemption from the study of Irish be used as a prerequisite to accessing additional special education teaching support.’ (pg17). The guidelines also provide comprehensive information on the organisation of special education teaching supports, including guidance on timetabling when organising provision for additional supports.

Timetabling supports for children with special education needs allows schools make efficient use of available resources. Importantly, those with the greatest level of need should have access to the greatest level of support. My Department’s education support service, Oide and the National Council for Special Education (NCSE) provide professional training opportunities on how to plan for teaching, learning and assessment, using strategies such as effective questioning, team teaching and assessment for learning which enable teachers to ensure their classrooms are inclusive environments where all students can engage at a level appropriate to their needs. Differentiation techniques are used by teachers to address the needs of their students.

In relation to resources, my Department has been steadily building on the number of special educational teachers and Special Needs Assistants (SNA) in our education system. In 2025 over €2.9 billion will be spent supporting children with special educational needs. This figure builds on previous years and represents over a quarter of the education budget. It will provide for, amongst other things, an increase our special educational posts by 768 special education teacher and 1,600 special needs assistant (SNA) posts nationwide.

By the end of the year there will be over 20,800 special educational teachers and 23,400 SNAs in our mainstream classes, special classes and special schools. This will mean we will have over 44,200 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.

This increase is part of the forward planning measures responding to school enrolment variations and projected demand for special education services. While the indicators are that the demographics of primary school students is changing, autism prevalence rates now appear to be increasing so it is essential that we are prepared to meet that need quickly and seamlessly in our local schools so that children can have the best possible educational experience. Significant funding has been provided for the expansion of the National Council for Special Education. This provides for additional staff so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.

The Government recognises the importance of a strong education system in supporting access for all students to Irish language and culture. Indeed, the most recent curricular changes at primary and junior cycle level referred to above have emphasised not only the importance of learning both languages but also the wider benefits of bilingualism. The development of these new language curricula reflects this department’s reassertion of its commitment to the Irish language and to progressing the language education related actions of the 20-Year Strategy for the Irish Language 2010-2030.