Dáil Éireann Debate, Tuesday - 26 May 2026
587. Deputy Richard Boyd Barrett asked the Minister for Education and Youth further to Parliamentary questions Nos. 413 to 420 of the 26 March 2026 the measures in place for her Department to identify "twice exceptional" children outside of the assessment of needs process (details supplied); and if she will make a statement on the matter. [39537/26]
Amharc ar fhreagraI wish to thank the Deputy for raising this matter.
Inclusive education is at the core of the department’s policy which requires differentiated teaching approaches to cater for the varying levels of ability in the classroom, from providing additional supports to those experiencing difficulty to ensuring appropriate levels of challenge and enrichment for exceptionally able students.
Under the section in the Programme for Government to support students with additional educational needs there is a commitment to introduce a specific programme to support students with exceptional abilities.
In 2007, the NCCA in conjunction with the United Kingdom’s Council for the Curriculum, Examinations and Assessment (CCEA) developed and published “Exceptionally Able Students - Draft Guidelines for Teachers”. These guidelines were never fully approved by the NCCA Council and their continued existence in draft form lessens their impact.
The Inspectorate has raised concern about provision for exceptionally able students in a number of its main publications together with commentary on the quality of teaching and learning in individual school reports.
To provide a coherent vision for provision in the short and longer term, the Department established an internal working group. The working group is jointly chaired by Special Education Section and the Curriculum and Assessment Policy (CAP) Unit.
The group has been tasked with, inter alia, to examine and develop best practice under the following 4 areas:
Scoping out existing supports for students with exceptional abilities
Examining how other education systems provide for students with exceptional abilities
Devising guidance for schools; Reviewing draft guidelines for teachers on meeting the needs of students with exceptional abilities published by the NCCA in 2007.
Developing a policy to support best practice in schools
The department is currently developing policy and best practice on a number of fronts. This includes new initiatives and pilots in a number of schools and education centres.
The department is currently engaging with the Inspectorate, the NCSE, OIDE and parents to identify schools and teachers currently working with students with exceptional abilities to observe the practices and measures they are implementing to support the students.
The NCSE offer Seminars to all schools in the area of exceptionally able. The NCSE have engaged with Centre for Talented Youth Ireland and the Academic advisor (Niamh Stack) for the Saibhriú project to ensure that the Seminars offered to schools reflect the current research and practice in this area.
The NCSE recently offered an in-person seminar in Dublin West Education Centre. The seminar explored best practices in meeting the needs and interests of exceptionally able and gifted learners. The seminar provided opportunities for teachers to develop their professional knowledge, understanding and skills to create sufficiently challenging learning experiences for these learners.
The Seminar included the use of a range of pedagogical approaches and resources that facilitate differentiation, enrichment, and inclusion. The opportunities for teachers to engage in Teacher Professional Learning (TPL) in the area of exceptionally able and gifted students will be extended in the 2026/27 school year to include:
• 2 in person seminars in education centres
• 1 online seminar
• A seminar designed and delivered through the medium of Irish.
OIDE, through their school support model provides bespoke supports to schools who have identified specific needs for gifted students and responds by facilitating collaborative conversations among staff as to how best to collectively support their students through a planned and coherent approach.
In addition, the new Junior Cycle Framework incorporates a modernised curriculum across all subjects and a balanced range of assessment modes that provides a learner experience appropriate to the needs of the 21st century. It provides students with learning opportunities that strike a better balance between learning knowledge and developing a wide range of skills and thinking abilities.
In April 2024 the department commissioned a piece of research to review the education provision within the school system and childhood and care settings for students with exceptional abilities across a number of jurisdictions (UK, Finland, Canada and Australia). Dublin City University (DCU) successfully tendered for this research.
In November 2024 the completed report was submitted to the department by DCU. The findings and the recommendations in the report are being considered by the internal working group in consultation with other sections and stakeholders including parents and students. These consultations will inform policy formulation and best practice going forward.
This working group has recently commenced engagement with the NCCA with a view to reviewing, updating and publishing the guidelines in line with current best practice at the earliest possible opportunity. The department is currently supporting a number of programmes to test best practice and to create a network of schools and education centres throughout the country that can provide support and advice for exceptionally gifted students in their region. These include:
Saibhriú:• This pilot programme, established in 2025 and funded through the Dormant Accounts Fund, will foster local collaboration between primary and post-primary schools to establish how they can most effectively work together to support the needs of students who are exceptionally able and gifted. The pilot has been extended for 2026.
Summer Course for Teachers: • The department via Mayo Education Centre hosted a summer course for teachers in 2025. Plans are underway to extend this course in 2026.
Summer Programme for Students:• In Summer 2025 two schools were invited to participate in a summer programme for exceptionally gifted students in their locality. This programme is funded through the existing Summer Programme scheme and was, in addition to the summer programmes, running in the schools. An additional 2 schools have been approved to participate in this programme in summer 2026.
