Naoise Ó Muirí (Dublin Bay North, Fine Gael)
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205. To ask the Minister for Education and Skills if her Department has examined initiatives to assist dyslexic students to study Irish at post-primary level; and if she will make a statement on the matter. [17226/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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The Department of Education aims to facilitate every individual through learning, to achieve their full potential and to ensure that the education system upholds the rights of every individual to receive an education appropriate to their needs.

To support this, there has been significant growth and investment in disability and special education related supports for students in Ireland. In 2025, €2.9 billion has been allocated, a €159 million increase on 2024. This funding will deliver up to 2,700 new special educational places, an additional 768 teachers and 1,600 special needs assistants. This will mean we will have over 44,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.

In addition, there have been changes to special education support and funding structures which seek to include greater numbers of students with disabilities in mainstream education.

These changes have been underpinned by a policy of inclusion and influenced by a combination of international and national developments. These include the United Nations Convention on the Rights of the Child (1989) which was a significant driver for policy change in educational provision for children with special educational needs and/or disabilities.

Current Department of Education policy is based on a continuum of provision for children and young people with special educational needs, ranging from full-time placement in mainstream settings to specialist provision, including special schools and classes.

Since 2017, and the introduction of a needs-based approach the Department allocates additional teaching supports directly to schools through the special education teaching (SET) model. This aims to ensure that those with the highest level of need have access to the greatest level of support in a timely and flexible manner, without the requirement for a diagnosis of disability.

The special education teaching model recognises that effective provision for children with special educational needs is situated within an inclusive whole-school framework. This is underpinned by effective teaching and learning for all, and meaningful collaboration and engagement between teachers, parents/guardians, children, and other professionals, where appropriate.

Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide. Schools are supported through building the capacity of teachers to deliver an inclusive education system.

Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with Special Education Needs (SEN) in mainstream classrooms

Inclusive education is a mandatory element of initial teacher education (ITE) programmes. Within further updated standards which the Teaching Council adopted in 2020, known as Céim Standards for Initial Teacher Education, inclusive education was further strengthened as one of seven core elements which must underpin all aspects of programmes of ITE.

Funded by the Department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.

The Department funds over 300 places on postgraduate professional development programmes in collaboration with HEI nationally.

The Department provides a suite of professional development programmes developed and delivered by NEPS in supporting children and young people with literacy difficulties and dyslexia.

The NCSE provides a suite of teacher professional learning programmes including programmes on supporting children with dyslexia in mainstream schools

Finally, An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) have publications in the area of SEN/Dyslexia, for example :

• Léitheoirí Líofa www.cogg.ie/wp-content/uploads/Leitheoiri-Liofa-27.9.24-2.pdf - Ag Cothú Toil agus Scil Léitheoireachta (Dr Claire M. Dunne 2024) (Fluent readers – fostering Reading will and skill)
• Táscairí Dea-Chleachtais maidir le Soláthar Riachtanais Speisialta Oideachais i mBunscoileanna agus i Scoileanna Speisialta Gaeltachta (Anne English 2024) www.cogg.ie/wp-content/uploads/Tascairi-2024.pdf (Good practice indicators for the provision of SEN in Primary schools and Special Schools in the Gaeltacht).
• Freastal ar Riachtanais Speisialta Oideachais i mBunscoileanna Gaeltachta: www.cogg.ie/wp-content/uploads/Freastal-ar-Riachtanais-Speisialta-Oideachais-i-mBunscoileanna-Gaeltachta-Tuarascáil-Taighde-2024.pdf (Anne English 2024) (Research Review – Serving SEN needs in Gaeltacht Primary Schools).
• Dyslexia Assessment and Reading Intervention for Pupils in Irish-Medium Education: Insights into Current Practice and Considerations for Improvement (Barnes 2017) www.cogg.ie/wp-content/uploads/Trachtas-WEB-VERSION.pdf.