Colman Noctor: Why do we make children with learning difficulties endure the stress of Irish class?

There is little to be gained from insisting that neurodivergent students study Irish 

Irish classes are a bone of contention for many young people with learning needs.

On the day of the Leaving Cert results, I received several calls from my adolescent clients and their parents with updates on their results. Most did well and were happy with what they had achieved. One particular call stood out, though. It was from the mother of a young man whom I have treated on and off for the last 10 years. She told me that he had passed six subjects and got 280 points. She was brimming with happiness — her son had finally passed his Leaving Cert, and she wanted to say how grateful she was for my role in supporting him over the years.

Her son had a difficult relationship with school from junior infants onwards. Diagnosed with dyslexia in fifth class, he had struggled academically, even though he was bright and talented. He felt school focused on everything he was weak at — sports was not one of his strengths, so he couldn’t shine on the field. Years of tears and tummy aches ensued through secondary school. Even though he was offered support for his dyslexia, he struggled to accept these interventions, saying they made him “stand out”.