2026-02-12

95. Deputy Eoghan Kenny asked the Minister for Education and Youth to outline the Government’s decision-making processes for assisting children in State examinations with specific learning difficulties; and if she will make a statement on the matter. [10098/26]

I wish the Minister the best of luck and I look forward to many robust debates on educational matters. I am sure the Minister is in very good hands there with the experience of the Minister of State, Deputy Michael Moynihan. I just want to focus on the Government's decision-making processes for assistance in State examinations for children with specific learning difficulties. My question concerns the recent announcement of ten extra minutes for children with specific learning needs.

The State Examinations Commission has responsibility for the operation of the State examinations including the scheme of reasonable accommodations at certificate examinations, RACE. The purpose of the RACE scheme is to remove barriers for students who have special educational needs to enable them to show what they know and can do in the examinations on an equal footing. Access to accommodations is based on the individual needs of the candidate and not on the provision of a diagnosis. Applications are made to the State Examinations Commission by the school based on the school's knowledge of the student's needs and his or her normal way of working. Some accommodations for those with learning difficulties have particular criteria such as a standard score test in reading, spelling or writing, which is administered by the school. In 2025 more than one in four candidates received an accommodation under the RACE scheme. The State Examinations Commission is currently undertaking a comprehensive review of the scheme. This is structured so that rolling changes may be implemented as it progresses. The 2026 interim scheme of additional time that was recently announced by the State Examinations Commission is one of these rolling changes. Under this scheme more than 30,000 candidates across junior cycle and leaving certificate will be eligible for ten minutes of additional time per examination paper. This is an important step forward in addressing the programme for Government commitment to ensuring that candidates with specific needs are provided with additional time in exams in certain circumstances. The impact of this interim scheme will be evaluated alongside other accommodations that already exist to inform arrangements for 2027.

In the decision-making process this was a 5% to 7% extra time allocation. Dyslexia Ireland has highlighted that other jurisdictions normally offer much more with a minimum of 25% extra time for students with dyslexia in second level exams, using the United Kingdom as an example. In relation to the decision-making processes here the State Examinations Commission would have made this decision. Would the commission have brought it back to the Minister's Department to sign off on? Will the Minister clarify if psychologists, special education teachers, or disability advocacy groups were involved in this decision? Was this a decision that was taken by the State Examinations Commission and brought back to the Minister's Department for sign off? It is important to clarify where we got this ten minutes from. Where did we get that decision from? We could not have taken it from other jurisdictions because, as I have outlined, they are completely different. Where did this decision on the ten minutes come from? It is almost like we just picked it out of the sky and we have no idea where it came from.

The State Examinations Commission, SEC, has operational responsibility for State examinations, including the RACE scheme. The SEC has looked very carefully at how to operationalise that commitment to additional time and it has taken account of the need to balance on the one hand access for candidates with special educational needs and on the other hand equity and fairness for all candidates undertaking their examinations. This is an interim scheme for 2026. It will be evaluated and that evaluation, together with ongoing research, will provide the evidence base for considering arrangements for 2027 and beyond. This evaluation recognises that there is a need to understand the combined effect of all supports of exam outcomes, including both additional time and the accommodations that already exist in lieu of additional time. For example, there is a spelling and grammar waiver in place. Pending that evaluation, this is a prudent approach to the quantum of additional time. I welcome the fact that this eligibility is broadly based and that more than 30,000 students are embraced within this scheme for the 2026 exams across junior certificate and leaving certificate.

I want to make it clear that my intention here is not to criticise progress. I welcome progress but the evidence has been collated by advocacy organisations, by the students themselves, by parents and by other NGO's in relation to what we can possibly do to alleviate the pressure faced by students with dyslexia, dyscalculia or other specific learning difficulties. I have a fundamental question and it has to be asked. How did we come to this decision? I do not understand it. When comparing it to the United Kingdom or Northern Ireland, for example, they give a 25% increase on the allocation of time for state examinations to children with specific learning difficulties. While this is an interim measure, does the Minister not accept the fact that students who are taking their State exams in 2026 will be far worse off if we change this for 2027 and took on the UK model? Thankfully, I am experienced in the area and perhaps ten minutes would not make much of a difference.

There is an interim review under way. This is evidence based. This is the work of the State Examinations Commission, which is independent. There is a large amount of consultation, research and evidence as part of this decision. This is a rolling programme and it is considering international best practice in relation to this. The review of the RACE scheme is comprehensive and system-wide. It seeks to address the relevant issues that take account of best practice internationally. That is the work of the State Examinations Commission. As part of its work, the SEC has commissioned research into national and international policies. Following a public procurement process, a contract for the provision of research and public consultation for this review has been awarded to Alpha Plus Consultancy Limited. This is a UK-based company, which has undertaken work for the Irish education system previously. Output is expected on that this year. Consultation with stakeholders is also extremely important. The SEC has already engaged with stakeholders, including with Dyslexia Ireland, Dyspraxia/DCD Ireland, the Children's Rights Alliance, and the Office of the Ombudsman for Children. This engagement will continue as the review is under way. A roundtable stakeholder discussion is also planned for later this month.