I propose to take Questions Nos. 627 and 628 together.
Under 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. It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
My department is concluding its review of the assistive technology scheme. This will culminate in a new circular and an updated application process.
A key objective of this review is to move the scheme from a diagnosis-based approach to a more needs-based approach, thereby granting schools greater autonomy in determining whether a child requires assistive technology to access the curriculum.
Another notable change resulting from the review is a streamlined application process. This will be achieved through the implementation of a new online portal for schools to submit applications, as well as a review of the eligibility criteria.
In addition, changes will be made to the funding process with funding being provided to schools in advance of equipment purchases, rather than on a reimbursement basis. It is anticipated that these measures will both streamline the application process and expedite the time in which children and young people who require assistive technology receive their equipment. It is intended that the revised circular will issue in the coming weeks and that the new application portal will be operational by September 2026.
Regarding Irish language exemptions, the only circumstances in which an exemption from the study of Irish can be granted are those set out in the relevant circular, Circular 0054/2022
www.gov.ie/en/department-of-education/circulars/exemptions-from-the-study-of-irish-primary-2/for primary and Circular 0055/2022 for post-primary. There are no other circumstances under which an exemption can be considered or granted. www.gov.ie/en/department-of-education/circulars/exemptions-from-the-study-of-irish-post-primary-2/
In line with other department policies in the area of special educational needs, these circulars move away from a diagnostic categorical model to a needs-based model. Therefore a particular diagnosis, such as dyslexia or dyspraxia, alone is not sufficient evidence that a child requires an exemption from the study of Irish.
This department consulted widely with stakeholders, including the Dyslexia Association of Ireland, in drafting the circulars on exemptions from the study of Irish and are very conscious of concerns regarding the learning needs of those with literacy difficulties. There are no plans to revise either circular at this time.
The circular requires the school to demonstrate evidence of intervention and differentiated support for those children/students who struggle with literacy, as well as the current level of in-school testing on discrete tests of Word Reading, Reading Comprehension or Spelling. This includes using evidence of needs over time. As part of this process the school will administer discrete tests to identify the needs of the student. It is these test results which inform intervention and need for any additional support.
For pupils/students with significant literacy needs, such as those where there are concerns that literacy attainments remain, despite intervention, at/below the 10th percentile, the school will most likely be providing support through the SET Teacher. These teachers undertake assessment and identification of need as part of their problem solving approach and development of Student Support Plans. The granting of an Irish exemption emerges from this process. Therefore the school will have evidence on an individual’s Student Support file to support the application.
The school may have reports from a psychological or a medical professional for some students. This may be useful to help inform the school in relation to need and identify interventions, but is not the primary supporting document for granting an exemption from Irish which is now a matter for the school. While an external report might recommend an exemption, it is up to the school to decide if they have the evidence (ongoing support, response to intervention and current level of need as identified in school testing) when considering the rare circumstances in which an exemption should be granted.
