S.L.D. Assessment

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An Irish Exemption Application allows students with significant literacy difficulties or “multiple and persistent needs” to be excused from studying Irish. This exemption is currently governed by Circular 0054/2022 (Primary Schools) and Circular 0055/2022 (Post-Primary Schools). It is granted only when specific criteria are met to ensure a standardised and equitable process.

To qualify for an exemption, students at the primary level must have reached at least second class. This ensures sufficient time for early literacy interventions to be implemented. At the post-primary level, eligibility requires evidence of ongoing literacy challenges that continue to affect the student’s ability to engage with the curriculum. Students must demonstrate standardised test scores at or below the 10th percentile in Word Reading, Reading Comprehension, or Spelling. These scores must reflect significant and persistent difficulties despite targeted supports.

The application process begins at the school level. Educators are responsible for initiating and overseeing the application, ensuring that all necessary documentation is gathered. This includes detailed evidence such as Student Support Plans, which outline the interventions provided, assessments conducted, and progress reviews. Records of standardised test scores and any additional measures implemented by the school must also be submitted. Once the documentation is compiled, the application is reviewed by the school’s Board of Management, which makes the final decision based on the evidence provided.

Schools play a critical role in the assessment and documentation process. Teachers and support staff provide valuable insights through classroom observations, internal assessments, and progress monitoring. These records reflect the daily challenges experienced by the student and help substantiate the need for an exemption. This detailed understanding of the student’s learning profile is central to the success of the application.

While a psychological assessment is not mandatory under the current guidelines, families may still opt to pursue one privately. Psychological reports can provide additional clarity and context. Although not required, these reports can complement the school’s evidence and offer a broader understanding of the student’s difficulties.

The final decision to grant an exemption rests with the school principal and the Board of Management. This ensures that all applications are thoroughly reviewed and that exemptions are granted when necessary.

If you do not agree with the decision, you can appeal the to the Irish Exemptions Appeal Committee (I.E.A.C.) using the official appeals form.

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The Assistive Technology Grant provides funding for schools to purchase assistive technology equipment for students with Specific Learning Disabilities (S.L.D.s), such as dyslexia, who meet clearly defined eligibility criteria. The scheme is governed by Circular 0010/2013 and administered via the National Council for Special Education (N.C.S.E.). The purpose of the grant is to ensure that students with significant learning difficulties are provided with the tools necessary to access the school curriculum.

Students with Specific Learning Disabilities must meet specific requirements to qualify for support under the Assistive Technology Gramnt. Firstly, a psychological report must confirm that the student obtains a score of 90 or above on the Full-Scale I.Q. or General Ability Index. Additionally, the report must show that the student has a significant learning difficulty in reading, writing, or spelling, as evidenced by a standardised, norm-referenced assessment that places the student’s scores at or below the 2nd percentile.

Secondly, the psychological or professional report must explicitly state that assistive technology is essential for the student to access the curriculum. The recommendation must specify how the equipment will be used in the classroom and detail the educational outcomes it is designed to support.

Applications for assistive technology are submitted by schools to the student’s assigned Special Educational Needs Organiser (S.E.N.O.). The application must include the psychological report, evidence of the school’s previous interventions to support the student, and documentation demonstrating that the existing resources are insufficient to meet the student’s needs. Schools are required to show that they have attempted reasonable accommodations and adaptations, such as providing additional teaching support or access to existing technology, before applying for funding under the scheme. All applications must be made with the consent of the student’s parents or guardians.

The S.E.N.O. reviews the application to determine whether the criteria outlined in Circular 0010/2013 have been met. If the application is approved, the S.E.N.O. makes a recommendation to the Department of Education, which provides the funding necessary for the purchase of the recommended equipment. The school is then responsible for acquiring and managing the equipment, which remains the property of the school. If the student transfers to another school, the equipment may follow the student, provided it is still appropriate for their educational needs.

For students with S.L.D.s, the assistive technology funded under this scheme often includes devices such as laptops or tablets equipped with specialised software to support reading, writing, or spelling. These tools must be directly linked to the student’s educational needs and cannot include devices that serve general communication or therapeutic purposes, which are typically provided by the Health Service Executive (H.S.E.) under the Aids and Appliances Scheme.

For this grant, psychological reports are a critical part of the application process, as they provide evidence of the student’s specific needs and confirm the necessity of the recommended equipment. Schools also play an essential role in documenting the student’s progress, demonstrating the insufficiency of current resources, and justifying the need for additional technological support. Together, these components ensure that applications are evidence-based and aligned with the goals of the Assistive Technology Grant.

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The Reasonable Accommodations in Certificate Examinations (R.A.C.E.) Scheme ensures that students with specific learning needs or disabilities can demonstrate their full potential in state examinations without being unfairly disadvantaged. This scheme offers tailored accommodations to support equitable access to exams for students with certain neurodivergent profiles and additional learning needs.

Applications for R.A.C.E. are managed by the student’s post-primary school, which identifies eligible students and submits applications on their behalf to the State Examinations Commission (S.E.C.). Schools play a vital role in this process by gathering evidence and providing documentation that outlines the student’s learning profile and support needs. This evidence includes details of classroom support, internal assessments, and observations from teachers, which together offer a comprehensive view of the student’s requirements.

One of the key aspects of a R.A.C.E. application is demonstrating the need for accommodations through practical evidence. Schools provide internal assessment and documented observations, which can often suffice in place of a psychological report. Psychological reports are no longer mandatory when applying for R.A.C.E. accommodations related to specific learning difficulties. However, in some cases, they may strengthen the application by providing additional insight into the student’s challenges and learning needs.

The S.E.C. evaluates all applications and determines the specific accommodations that are appropriate for each student. These accommodations are designed to address individual barriers to accessing or completing examinations while maintaining the integrity of the examination process. Examples of accommodations include the use of a reader for students with significant reading difficulties, a scribe for students who struggle with writing, or spelling and grammar waivers for students with literacy challenges. Additional supports may include the use of a word processor for certain students.

In cases where emotional (e.g., significant test anxiety), sensory, or environmental factors present challenges, students may be permitted to sit their examinations in a separate exam room to minimise distractions. These accommodations are tailored to the distinct needs of the student and aim to create a fair testing environment where the focus remains on their knowledge and skills rather than their difficulties.

It is important for schools to submit R.A.C.E. applications well before examination dates to ensure all arrangements are in place. Timely communication with students and guardians is also crucial, as it allows everyone involved to understand and agree upon the accommodations being requested. Collaboration between the school, the student, and their guardians ensures that the supports provided align with the student’s preferences and learning needs.

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The Disability Access Route to Education (D.A.R.E.) is a college and university admissions scheme designed to support school-leavers whose neurodivergent profiles or disabilities have impacted their educational experience. Through this scheme, eligible students can access reduced points places at participating colleges and universities and benefit from additional supports during their academic journey.

To apply for D.A.R.E., students must complete the Supplementary Information Form as part of their C.A.O. application. This form includes sections for the student’s personal statement, the Educational Impact Statement (E.I.S.), which is prepared by a member of the school staff who is familiar with the student’s educational journey, such as a learning support teacher, resource teacher, or guidance counsellor, in collaboration with the principal.

The application process requires careful documentation and collaboration between students, their parents or guardians, schools, and relevant professionals.

Evidence of Disability is another key requirement of the D.A.R.E. application.

For applicants with Dyslexia or Dyscalculia, the Disability Access Route to Education (D.A.R.E.) requires specific documentation and evidence of the impact of these learning differences.

Applicants with Dyslexia or Significant Literacy Difficulties can apply under two distinct pathways:

1. Applicants with a Psychological Assessment Report Identifying Dyslexia:
   These applicants must submit a full Psychological Assessment Report, which has no age limit. Additionally, they are required to provide two literacy attainment scores at or below the 10th percentile (i.e., Standard Score of 81 or below) from tests that are no more than two years old at the time of submission. These updated scores can come from school-based assessments in areas such as word reading, reading comprehension, or spelling, etc.

2. Applicants with Significant Literacy Difficulties but Without a Psychological Assessment Report:
   These applicants must submit a Section D School Statement, completed by a Special Educational Needs (S.E.N.) Teacher and countersigned by the school’s Principal or Deputy Principal. Like those with a psychological report, they must also include two literacy attainment scores meeting the same percentile requirements and testing date criteria.

For applicants with Dyscalculia or Significant Numeracy Difficulties this is the requirement:

• A full Psychological Assessment Report is required, with no age limit.

• They must submit one numeracy attainment score at or below the 10th percentile (Standard Score of 81 or below) from tests that are no more than two years old at the time of submission..

• This score can assess numeracy, mathematical reasoning, etc.

Successful D.A.R.E. applicants may receive reduced points places to support their access to higher education. Participating colleges and universities also offer a range of supports to support these students, such as mentoring, assistive technology, and accommodations during examinations. The goal of the scheme is to ensure that students with disabilities can access and succeed in higher education.

Students applying to D.A.R.E. must adhere to strict deadlines. The C.A.O. application must be submitted by 1 February, and all supporting documents, including the E.I.S. and evidence of disability, must be submitted by 15 March.

Comprehensive guidance on the application process and specific requirements is available in the D.A.R.E. Handbook. Further information and resources, families can visit the official D.A.R.E. website.