Jennifer Whitmore (Wicklow, Social Democrats)
Link to this: Individually | In context | Oireachtas source

1024. To ask the Minister for Education and Skills if there are any additional avenues of support available for students with a diagnosis of dyslexia when undertaking second-level examinations who do not meet the criteria for RACE accommodations; and if she will make a statement on the matter. [41037/25]

Michael Moynihan (Cork North-West, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

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.

The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).

The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.

The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support. When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.

My department also provides funding for assistive technologies for children where they are required. Information on these supports is available also via the local SENO.

These supports along with developed curriculum aim to provide a child/young person with the highest standard of education in mainstream classes, special classes and special schools.

The continuum of supports provided to students is registered within their Student Support Plan which forms part of the application for a Reasonable Accommodation at the Certificate Examinations (RACE).

It is important to note that for reasons of equity, the assessment of eligibility for reasonable accommodations is based on appropriate evidence of need and candidates do not require professional reports or a diagnosis of any specific condition, including dyslexia.

I can confirm that the State Examinations Commission (SEC) has commenced work on a comprehensive system wide review of the RACE scheme which will seek to address relevant issues and take account of best practice internationally.

The review will involve consultation and engagement with relevant stakeholders to ensure the scheme addresses the needs of all students in terms of equity and fairness. Given the wide range of difficulties for which accommodations are sought, it is intended to seek the views of users through extensive consultation and engagement to capture all perspectives and ensure all voices are heard equally. This will include young people with special educational needs, their families, and representative organisations. The review aims to ensure that any changes are implemented as early as possible, in the interest of students.