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The debate: Are Irish language exemptions given out too freely?

More than 20,000 students who had exemptions from studying Irish at second level on the grounds of literacy difficulties were studying other languages

Of the 60,839 students who sat their Leaving Cert exams last year, 22 per cent were not registered to sit an Irish exam. Photograph: iStock
Of the 60,839 students who sat their Leaving Cert exams last year, 22 per cent were not registered to sit an Irish exam. Photograph: iStock
John McHugh
Donald Ewing
Tue Jan 28 2025 - 06:00

John McHugh: Yes. Exemptions have got out of hand, but reform rather than abolition of exemptions is needed

The granting of Irish exemptions has got out of hand. The overall percentage for exemptions in Irish in 2023 was 13.5 per cent or 55,660 students, approximately one in seven. This is up from 9 per cent of students in 2017-2018.

In 2023, more than 20,000 students who had exemptions from studying Irish at second level on the grounds of having literacy difficulties were studying other languages such as French, German and Spanish.

Exemptions from the study of Irish are granted on three grounds: students who received their education abroad up to age 12; students who experience significant literacy difficulties and students who experience a high level of multiple and persistent needs that are a significant barrier to their participation and engagement in their learning and school life.

According to the relevant circular, decisions regarding eligibility are not based on whether or not a student has a diagnosis of disability, including dyslexia.

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The authority to grant an exemption from the study of Irish was devolved to school management in the 1990s. The question of granting an exemption can often be a source of conflict with parents, with some principals finding it difficult to refuse them. It is not helped by the fact that some students may try to secure exemptions to focus on other subjects in the Leaving Cert predicated on private psychological reports. In 2018, the Department of Education inspectorate found that some of these reports from private psychologists made recommendations for exemptions that were not consistent with the terms of the exemption circulars, but that schools were reluctant not to accept them. The inspectorate also found that schools did not always adhere to the terms of the circulars in making decisions in relation to exemptions even when the evidence not to grant an exemption was clear.

Excessive exemptions undermine efforts to preserve and promote the Irish language. Almost a year ago, the Oireachtas committee on the Irish language called for the scrapping of Irish exemptions altogether. While it is clear that the current system of exemptions is not fit for purpose, reforming the situation rather than complete abolition would be a wiser course of action.

Irish is a language like any other language – it can be learned, and it is possible to learn through the language. The issue surrounding exemptions is not the fault of the parents or the schools. As the Oireachtas committee pointed out, the failing is in the absence of leadership and support from the State.

The Education Act 1998 reminds us that schools should use their available resources to, among other things, promote the development of the Irish language and traditions, Irish literature, the arts and other cultural matters. If more support was given to Irish by the Department of Education and by the Government itself, demand for exemptions from the study of Irish as a school subject would not be as high. It might also help address the issue that of the 60,839 students who sat their Leaving Cert exams last year, 13,695, or 22.5 per cent were not registered to sit an Irish exam. Perhaps we have a greater problem than just Irish exemptions.

In the meantime, Irish exemptions must be reformed in favour of an educational format that aligns more with academic research on effective learning. Students experiencing difficulties with Irish should be allocated substantial additional resources and supports before exemptions are considered. The specific needs of the students should always be considered first and, from that, differentiated arrangements based on curriculum, pedagogy and assessment should be agreed.

[ Young Irish are most likely in the European Union to struggle with foreign languages ]

[ Plan to introduce foreign languages at primary level could ‘divert time from Irish’ ]

We should encourage participation by offering alternatives within the curriculum, such as simplified modules or practical language applications, rather than full exemption. We need to have a balance between inclusivity, practicality and the preservation of our cultural heritage. The system of Irish exemptions needs to be overhauled.

John McHugh is principal of Ardscoil Rís in Dublin 9

[ The Irish Times view on Irish language exemptions: protecting a shared experience ]

Donald Ewing: No. It’s legitimate for students who are exempt from Irish to subsequently opt to take another language at secondary

Securing the right to an exemption from the compulsory study of Irish for students with severe dyslexia and other learning difficulties was a significant achievement. It is most regrettable that this accommodation has been questioned from some quarters. Such commentary seems to reflect a lack of insight into the lived experience of dyslexia and fails to recognise that, for a small number of students, forcing them to learn two written language codes simultaneously in school is often overwhelming, impractical and unfair.

Students with learning differences such as dyslexia need access to extra support for their reading and writing skills, and this is most usually provided by special education teachers (previously referred to as learning support or resource teachers). These skilled teachers work in partnership with mainstream/subject teachers and parents/guardians to support areas of identified difficulty with a child’s reading and writing. But whilst Irish is a core or compulsory subject, right until the end of secondary education, it is perhaps an inconvenient but well-established truth that extra special education teacher support is simply never – or very rarely – provided for Irish. Certainly this is the case for the 90 per cent of students attending English-medium schools.

[ ‘I have dyslexia. An exemption from Irish goes some way towards levelling the playing field’ ]

So we have a case where Irish reading and writing has been identified as an area of difficulty, caused by a learning difficulty that has been professionally diagnosed – but the support that might be provided to address this is simply not available. Whilst there are many well-intentioned peripheral initiatives to instil a grá for Irish in students, none of them will help a dyslexic student get better at reading and writing. These students don’t need motivation or inspiration. They need additional intensive teaching – and it is simply not there.

More inconvenient truths include the fact that schools still do not routinely teach the written code of Irish in a way that is matched with the best evidence from the science of reading on how children (and specifically dyslexic children) need to be taught for them to learn to read and spell. There is still no consistent phonic-based approach as Irish reading and spelling is introduced in early primary. There is no scheme of small book “readers” with a sufficiently carefully controlled “scope and sequence” of what is taught, and in what order. And there’s a complete dearth of supplementary focused resources for those that need intensive support. Given the very significant needs of the child with severe dyslexia – and the equally significant gaps in educational provision for them – an exemption seems wholly legitimate by way of a reasonable adjustment.

It is also legitimate for students who are exempt from Irish to subsequently opt to take a modern foreign language at secondary school. As a consequence of targeted support provided during the primary years, and often significant efforts of parents outside of school, some children who are exempt from Irish may develop sufficient proficiency with reading and writing in English to subsequently take on another language. They are often strongly encouraged to do so by secondary schools.

The exemption from Irish affords students with dyslexia and their families choice. It seems entirely compatible then to afford similar choice later in their education. Instead of questioning the fairness of this – often couched in the offensive language of “gaming the system” – we should applaud these dyslexic students’ determination and resilience. Their efforts deserve recognition and support.

[ Opinion: A student should be able to communicate well through Irish by 15. The reality is very different ]

We must not forget the core principles of equality and disability legislation, which form the foundation for support provided to individuals with disabilities, including dyslexia. Recent commentary seems to reflect a lack of awareness of the legal requirements to make reasonable adjustments (such as exemptions and exam accommodations), and how rather than conferring any unfair advantage, they serve to level the playing field, recognise genuine disabilities and foster true equity.

Donald Ewing is head of education and policy at Dyslexia Ireland