Special Educational Needs
Seanad Éireann — 2026-02-25
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Teresa Costello (FF), Agricultural Panel

I thank the Minister of State for being here. Dyslexia affects an estimated 10% of the population with about 4% experiencing severe dyslexia. In every classroom in Ireland there are children with specific reading difficulties. For some, mainstream supports are sufficient but for others they are not. Reading classes in schools provide specialised, short-term interventions for children with these difficulties. These classes operate with small pupil-teacher ratios, specialist methodologies and structured literacy programmes.
Recently I met the principal of St. Rose's National School in Tallaght, which is one of the few dedicated reading schools in the country. The demand for places speaks for itself. This year St. Rose’s received 120 applications for just 30 places, which means that for every child who was admitted, three were turned away. The criteria for admissions are strict in that children must be aged between eight and 12 and dyslexia must be their primary difficulty. Children must have average or above-average intelligence and have an educational psychological assessment. Enrolment is limited to between third class and sixth class and children attend for a maximum of two years. St. Rose’s provides a targeted, intensive intervention. The school operates a 9:1 pupil-teacher ratio. Every child participates in the Wilson programme, which is a systematic, structured literacy programme designed to improve reading and spelling for those with dyslexia. I spoke with the students when I visited and they told me why their school works for them. They said there were fewer people in their classes and that they used programmes to break down words. They were really complimentary about the Wilson programme. They said it gets you ready for secondary school. One child told me that if there were more schools like St. Rose’s, people would not have to travel as far. That child travels an hour each way to attend. Having to commute long distances is the reality for many families but for others it is much worse as they cannot access a place at all.
Research consistently shows that early, structured intervention is critical for children with dyslexia. Without it the consequences can be long-lasting, including school avoidance, reduced academic attainment and impacts on confidence and employment prospects. International evidence demonstrates that structured literacy approaches, delivered intensively in small groups, significantly improve reading accuracy and fluency for children with specific learning difficulties. Articles over recent years have highlighted the emotional toll on children who fall behind in reading. Children as young as eight internalise failure. They begin to believe they are not intelligent. Reading skills disrupt that narrative. They do not just provide literacy intervention but restoration of confidence.
The provision for reading classes in schools is patchy and uneven. Across the country there are 14 reading classes and just four reading schools, three of which are in Dublin. Children and families face what can only be described as a postcode lottery. If St. Rose’s is receiving 120 applications for 30 places, that indicates unmet need on a significant scale. I am asking if there are plans to establish additional reading classes, and more importantly reading schools, in under-served regions. Reading schools change trajectories and we owe it to those children to ensure it is not a rare exception to get a place but part of our national education structure. We must expand provision and ensure every child with a specific reading difficulty has an opportunity to succeed, regardless of their address.

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Retrieved: 2026-08-14T04:54:41+00:00
Sitting date: 2026-02-25