Shay Brennan (Dublin Rathdown, Fianna Fail)
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774. To ask the Minister for Education and Skills if her Department will review policies regarding mandatory foreign language learning in schools, particularly in cases where students who have severe dyslexia and anxiety, are unable to engage in such learning due to their specific educational needs; and if she will ensure that schools accommodate these students by allowing them to work on alternative subjects or activities during language classes. [18733/25]

Helen McEntee (Meath East, Fine Gael)
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Modern foreign languages are being introduced into our primary schools as part of the Primary Languages Curriculum. The Primary Languages Curriculum/Curaclan Teanga na Bunscoile to include Modern Foreign Languages will be launched in September 2025. Modern Foreign languages will be taught from 3rd class upwards. It will focus on developing children’s language and cultural awareness as well as language competency. At Stage 4 (5th and 6th class) in primary school, the level of Modern Foreign Language learning will be very basic to basic and comprise short, predictable language, focusing on oral communication. Teachers will adopt an inclusive approach which focuses on the interests, needs and abilities of all children including those with special educational needs.

Modern foreign languages are not a mandatory subject at post-primary level, although individual schools may require students to study modern foreign languages.

For students dealing with severe anxiety the National Educational Psychological Service (NEPS) have created downloadable, user-friendly materials and advice for parents and students to support their wellbeing in school. These resources are available to view here

Shay Brennan (Dublin Rathdown, Fianna Fail)
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775. To ask the Minister for Education and Skills if she will investigate the implementation of inclusive practices in schools to ensure that students with special educational needs, such as severe dyslexia, are supported appropriately; and if she will issue guidance to schools on the provision of assistive technology to facilitate their learning. [18734/25]

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 fulltime 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.

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.

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

Furthermore, 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

With regards to the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.

The Assistive Technology Scheme is provided by my department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. Assistive technology can be seen as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.

The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my department where assistive technology/specialised equipment is required. The NCSE operates within my department’s criteria in making recommendations for support.

Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability.

In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.

SENOs will review the application, and professional reports provided in support of same, to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.

Further information on the Assistive Technology scheme can be found on the NCSE website at; .

Shay Brennan (Dublin Rathdown, Fianna Fail)
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776. To ask the Minister for Education and Skills if her Department will address general concerns raised about insensitive remarks made by school staff regarding mental health challenges faced by students with special educational needs; and if she will ensure that schools receive training on how to sensitively handle such situations to avoid causing further distress to students or their families. [18735/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.

Under Section 23 of the Education (Welfare) Act, 2000, the board of management of each school must prepare and make available a code of behaviour for its students. The act requires that the school code of behaviour is prepared in accordance with guidelines issued by Tusla's Education Support Service. The current guidelines are from 2008 are currently being updated. Subsequently, within the Cineáltas implementation plan (Action 3.7 - Policy and Planning), is a dedicated action assigned to Tusla to review and update the 2008 guidelines for Schools to reflect current Department of Education policies and procedures.

The new guidelines for schools are nearing publication. They will provide a framework for fostering a positive, safe and inclusive school environment for the school community. The framework upholds human rights, promotes wellbeing and belonging, and places students at the heart of its approach. The guidelines promote a school-wide approach to behaviour management that supports all students through relational and solution-focused practices.

Support for teachers with additional training needs in the area of special education is provided through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs. This includes Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers. Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE .

With an increased workforce since the beginning of this school year, the NCSE have conducted over 1,700 school planning visits and the training needs of school staff was a key issue discussed at each of these school visits. The increased numbers of Special Education Needs Organisors and Advisors should ensure that the NCSE can provide an increased level of support and guidance to schools and school staff in relation to supporting children with additional needs.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Shay Brennan (Dublin Rathdown, Fianna Fail)
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777. To ask the Minister for Education and Skills if she will consider introducing a policy whereby students with Irish exemptions due to dyslexia or other learning difficulties are not required to take foreign languages as part of their curriculum; and if she will ensure that schools provide flexibility in such cases to support the mental health and academic progress of these students. [18736/25]

Helen McEntee (Meath East, Fine Gael)
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Modern foreign languages are being introduced into our primary schools as part of the Primary Languages Curriculum. The Primary Languages Curriculum/Curaclam Teanga na Bunscoile to include Modern Foreign Languages will be launched in September 2025. Modern Foreign languages will be taught from 3rd class upwards. The focus will be on developing children’s language and cultural awareness as well as language competency. At Stage 4 (5th and 6th class) in primary school, the level of Modern Foreign Language learning will be very basic to basic,and comprise short, predictable language, focusing on oral communication. Teachers will adopt an inclusive approach which focuses on the interests, needs and abilities of all children including those with special educational needs. Exemptions will not be given by the Department. The Department of Education does not give exemptions from the study of modern foreign languages at post primary as the study of these subjects is optional at Junior and Senior Cycle. However, it should be noted that schools may have their own rules in relation to the study of a foreign language.

Where an exemption from the study of Irish is granted, it should not be interpreted as an exemption from the study of Irish and other languages.

In regard to the study of modern foreign languages, the Deputy may wish to note that Languages Connect, Ireland’s Strategy for Foreign Languages in Education 2018-2026 was published in December 2017. It aims to increase and diversify the range of foreign languages taught and learnt in our schools. A key action of the policy is to promote the importance of foreign language learning and to provide supports to schools and teachers in this regard. A dedicated website has been developed for this purpose:

The Deputy may also wish to note that, for students dealing with severe anxiety, the National Educational Psychological Service (NEPS) have created downloadable, user-friendly materials and advice for parents and students to support their wellbeing in school. These include information for parents and for students and are available to view here

Shay Brennan (Dublin Rathdown, Fianna Fail)
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778. To ask the Minister for Education and Skills if her Department will consider introducing measures to monitor school policies that may deter parents of children with special educational needs from enrolling their children; and if she will ensure that all schools foster an inclusive environment that supports diverse educational needs without discrimination. [18737/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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Enabling children with special educational needs to receive a befitting education is a priority for this government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.

The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.

In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of the Act, school admission policies are approved by the patron, following consultation with staff and parents of children who are attending the school. This ensures that the important voice of the parent is included in the finalised policy. It is a key requirement of the act that all school admission policies are fair and transparent.

Parents have the right to choose which school to apply to and where the school has places available the student should be admitted. However, in schools where there are more applicants than places available, a selection process is necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some students not obtaining a place in the school of their first choice.

The act provides that all schools must have an admission statement as part of the school’s admissions policy. The admission statement sets out that the school will not discriminate against an applicant on the grounds of gender, civil status, family status, sexual orientation, religion, disability, race, membership of the Traveller community or special educational needs. As per section 61 (3) of the Education Act 1998, ‘gender ground’, ‘civil status ground’, ‘family status ground’, ‘sexual orientation ground’, ‘religion ground’, ‘disability ground’, ‘discriminate’, ‘ground of race’ and ‘Traveller community ground’ are construed in accordance with section 3 of the Equal Status Act 2000.

The inspectorate in my Department recently completed an evaluative report of school admission policies for special classes. The findings and recommendations in this report will be key in determining if further guidance needs to be provided to schools on developing admission policies for special classes.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.