Barry Heneghan (Dublin Bay North, Independent)
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792. To ask the Minister for Education and Skills the criteria currently used to approve exemptions from studying Irish (primary and secondary); the timeframes these criteria are audited or reviewed by her Department, the steps being taken to ensure consistency and fairness across schools; and if she will make a statement on the matter. [58938/25]

Barry Heneghan (Dublin Bay North, Independent)
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793. To ask the Minister for Education and Skills if she has evaluated the impact of the rising number of Irish exemptions on bilingual policy goals, Irish language proficiency targets; and if her Department plans to propose reforms (e.g. differentiated instruction, optional exam modes, or phased reduction) to reverse exemption growth; and if she will make a statement on the matter. [58939/25]

Barry Heneghan (Dublin Bay North, Independent)
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794. To ask the Minister for Education and Skills the supports (special education resources, differentiated curricula, teaching methods) which are provided to students with learning difficulties or literacy challenges to enable them to continue Irish rather than be exempted; the number of such supports which have been funded in the past three years; the plans which exist to expand them; and if she will make a statement on the matter. [58940/25]

Barry Heneghan (Dublin Bay North, Independent)
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795. To ask the Minister for Education and Skills her plans to commission an independent review of the exemption system for Irish in schools (primary and secondary), including its impacts on language retention and equity; the terms of reference that review will have; and the timeframe for when it will begin; and if she will make a statement on the matter. [58941/25]

Helen McEntee (Meath East, Fine Gael)
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I propose to take Questions Nos. 792, 793, 794 and 795 together.

The Department of Education and Youth is committed to the Irish language as a core element of the school curriculum. Irish is a vital part of our national identity and educational heritage, and its promotion remains a key priority.

In certain circumstances, a primary or post-primary student may be granted an exemption from studying Irish. School management holds the authority to grant an exemption. Information is available on the department webpage here: www.gov.ie/en/department-of-education/services/exemption-from-the-study-of-irish/.

The current criteria for granting a Certificate of Exemption from the study of Irish are set out in Section 2 of Circulars 0054/2022 (Primary) www.gov.ie/en/department-of-education/circulars/exemptions-from-the-study-of-irish-primary-2/ and 0055/2022 (Post Primary) www.gov.ie/en/department-of-education/circulars/exemptions-from-the-study-of-irish-post-primary-2/.

My department reviews the circulars from time to time. Circulars were published in September 2019 informed by an Inspectorate review of the 1990’s circulars and following a detailed and comprehensive consultation process. This report is available on the webpage above.

The 2019 circulars were further adjusted following a further review resulting in the current circulars. My department will continue to review the system and make adjustments as deemed necessary.

My department has also engaged directly with schools on the issue of exemptions and has plans to raise understanding amongst schools, students and parents on the purposes and criteria of the exemption system.

The number of exemptions from the study of Irish held by students should be seen in the broader context:

• School enrolments at post-primary level have increased from 362,899 in 2018/19 to 425,411 in 2024/25, representing an increase of 17% at post-primary level.
• A significant number of students came into the education system in recent years, including over 17,000 Ukrainian students (over 10,000 at primary level and over 7,000 at post-primary).
• 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 equates to almost 3% of our overall primary and post-primary student population.

• Work is at an advanced stage in my department on the development of a new policy on Irish-medium education outside of the Gaeltacht. It is intended that the policy will be published shortly.
• An action plan for Irish in English-medium schools is being finalised and is also due to be published shortly.
• Redeveloped Irish language curricula at primary and Junior Cycle level and work ongoing at senior cycle level.
• Supports and resources provided through An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG) including very successful upskilling Irish language classes, a guidance toolkit which promotes careers and third level education opportunities with Irish, development of Irish resources to support learners with special educational needs, the development of An Tairseach, a portal to provide access to resources for Gaeltacht and Irish-medium schools and resources to support PE through Gaeilge for which over 1,000 primary schools have registered to access to date.
• Teacher education and training including empowering teachers to use differentiated approaches in teaching the Irish language, in order to support children and young people with a diversity of needs.
• Funding to Foras na Gaeilge to progress a number of initiatives including the Gaelbhratach programme, further development of Seideán Sí and the development of an Irish/ Irish Dictionary.
• Ongoing work on the Content and Language Integrated Learning (CLIL) project in conjunction with the department’s support service OIDE and COGG. 290 primary schools are receiving sustained CLIL support in 2025/26 including 164 new schools.
• Ongoing teacher professional learning provided by Oide, my department’s professional learning support service.

• The National Educational Psychological Service (NEPS), in collaboration with COGG, have developed Cur Chuige Cothromaithe i leith Fhorbairt na Litearthachta i mBunranganna na Bunscoile, a stand-alone resource to support the development of early literacy skills in Gaeilge targeting early years pupils in primary schools.
• A further training webinar is also in development by NEPS on supporting students with literacy difficulties in Irish-medium schools, using the Continuum of Support, based on our guidance documents Tacú le Daltai a bhfuil Deacrachtai Litearthacta acu agus An Leanúntas Tacaíochta á Úsáid. This will be targeted at primary and post-primary schools and will be available in Autumn 2026. This will complement our existing webinar on Supporting and Understanding Literacy Difficulties/Dyslexia using the Continuum of Support, which is currently available to primary and post-primary schools.
• NEPS, in conjunction with the Educational Research Centre (ERC), has also developed the Measúnú agus Diagnóisic Litearthachta don Iarbhunscoil – Gaeilge (MDLI-G), a post-primary literacy assessment tool, which has recently been launched. The content is specifically developed for Irish-language contexts and norms were developed in Irish-medium schools for First- and Third-Year students. The test examines five key literacy skills in Irish: reading comprehension, reading fluency, word reading, writing, and spelling. The MDLI-G offers reports and recommendations for participating students relevant to their area of need and bespoke to the context of Irish-medium education. The test can be used alongside its English-language sister test, PPAD-E, also developed by NEPS and the ERC, to obtain a rounded picture of a student’s literacy needs.

• Co-ordination, support and delivery of frontline, professional learning and translation services in the medium of Gaeilge/Irish language.
• Project management of bespoke high quality resources, professional learning and frontline materials for schools through the medium of Gaeilge/Irish language including working towards simultaneous publication of all information and supports on the NCSE’s website.
• Development and Provision of learning programmes to strengthen NCSE staff competence in the medium of Gaeilge/Irish language.
• Continuous strategic liaison and engagement with National stakeholders relevant to the education sector and in particular the Irish-medium education stakeholders.