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Experience of School Leaders in Education and Training Board Irish-Medium Schools during Covid-19

Successes and challenges since 12 March 2020

Gean Gilger
Educational Policy and Development Officer (with responsibility for Irish-medium education), Education and Training Boards Ireland

This article provides an insight into the experience of the leaders of all-Irish schools in the Education and Training Boards sector, both successes and challenges, since the school closures on that fateful day in March 2020. While all schools faced many challenges, school leaders in Irish-medium schools had to deal with certain challenges that were unique to their context.


Education is always a hot topic, but since 12 March of this year, Ireland’s schools have been under a constant spotlight. In the Education and Training Boards (ETB) sector, at post-primary level there are 245 schools, 48 of which provide education through Irish, including Gaeltacht schools, Gaelcholáistí, and Aonaid Lán-Ghaeilge. While every school in the country faced a variety of challenges, school leaders in all-Irish settings faced additional challenges.

This article provides an insight into the experience of the leaders of all-Irish schools in the ETB sector, both successes and challenges, since the school closures on that fateful day in March 2020. In August 2020 a questionnaire was distributed to those school leaders to share their insights with Education and Training Boards Ireland (ETBI). The issues raised reflect the views shared by the principals themselves.

Experience of school leaders since 12 March 2020

If you speak to principals from any school in the country at the moment, you are likely to hear of the same experiences: distance learning, Junior Cycle challenges, Leaving Certificate calculated grades, reopening of schools. While all schools have faced similar challenges, all-Irish schools faced additional ones.

From the research carried out to gather the insights of school leaders in all-Irish settings, three themes emerged: communication, technology, and progress of students. While there were lessons to be learned that reinforced practices in schools, there was also an unprecedented workload placed on the shoulders of principals to meet the challenges.

Communication from the DES

The country as a whole had to deal with circumstances that no one expected when Covid-19 hit us. School leaders understood that the Department of Education and Skills (DES) faced a challenge, that difficult decisions would have to be made, and that not everyone would be happy with them. School leaders were deeply disturbed that announcing messages at 4 p.m. on Friday evenings became a norm. It contributed greatly to the dissatisfaction with announcements trickling into the news media. How were these messages in the media before they came to school leaders’ desks? It was stressful when parents approached them with enquiries and they lacked the whole story.

The biggest problem facing the leaders of all-Irish schools during Covid-19 was the DES’s delay in publishing updates through Irish. Sometimes schools had to wait a week or more for the Irish version to arrive. Some principals said it was disrespectful to all-Irish schools:

It happens too often, and although I would be sympathetic to the Department of Education at the beginning of the process, it is not good enough that this is still happening.

Another said:

I didn’t feel like I was a partner in this challenge. And it has created dissatisfaction and a lack of confidence in the school community.

People may say that the updates were available through English, and what harm if there was a delay, but what good is that when school leaders want to respect their own context and adhere to normal practices and the school’s language of communication?

Communication in the school community

In some cases, school leaders said that school community communication practices became better than ever before. Entire staff teams came together online every week, ‘which helped a lot to maintain good spirits and support each other’. Regular meetings were held with school senior management teams. Teachers took on additional responsibilities so that pastoral care of students remained the school’s priority. School leaders were extremely proud of the ‘staff and student approach and involvement’. They referred to the support available from the ETBs, ETBI, and other schools in their board. This network model greatly reassured them because it meant they had constant support available.

Because everyone worked from home, it was challenging for school leaders not to be available – to students, teachers, and parents. Despite the help of assistant principals and deputy principals, they said they were unable to escape the demands of the school community when the schools closed in March. There have always been concerns about the well-being and mental health of teachers and students. Everyone relied on the school leader for the answers – answers that this time were not available and that no one had.

According to school leaders, relationships between schools and parents have changed for the better because of Covid-19. While schools were making efforts to promote parents’ voices, something happened during the pandemic that reinforced that relationship. School leaders said that parents were very appreciative of the efforts made by schools to engage with students and parents, and that schools made every effort to make accurate information available to families.


Thanks to digital technology, schools have had the opportunity to continue teaching and learning. More teachers than ever before were seen sharing skills, professional conversations were taking place, and ‘classroom doors’ were opening. Schools could arrange regular meetings with staff, parents, students, and boards of management. One of the many benefits of technology during the pandemic was the capability to celebrate the Leaving Cert class of 2020 graduations online.

Of course, technology also created challenges for schools. No other profession had to change its entire practice overnight when schools were forced to move to remote teaching and learning and the use of digital methodologies.

Not only were school leaders worried about teachers struggling with new methodologies, but there was huge concern for the students themselves. In many all-Irish schools, especially on the islands, ‘some teachers and students were operating with little broadband and equipment’. School leaders said there were several weeks at the beginning when students had no access to digital devices or broadband until the schools found ways to provide these.

Staff’s digital capability – or lack thereof – greatly increased the stress load on school leaders. Although the Professional Development Service for Teachers (PDST) Technology in Education and Scoilnet made tremendous efforts to assist schools, accessing resources through Irish was challenging for some time. Teachers spent a lot of time translating resources into Irish.

Many teachers did not have the digital skills required to do distance learning, nor could they be blamed. Aside from schools where technology was embedded in their daily practice, all other schools were under pressure and suffering as a result of the unpreparedness and lack of opportunity to respond appropriately in such a short time frame. No one had realised the day would come when teaching and learning would depend entirely on technology. School leaders felt guilty for not being able to do more for their teachers:

Teachers were stressed, and I didn’t think I could give them enough support when I wasn’t in school. Also, I teach fifteen classes a week. So, trying to do both was challenging.

While students of this generation are said to be proficient in digital skills, there are many students currently with limited digital skills. School leaders said that students had experience of basic aspects of educational technology, and that teachers as a result had to spend considerable time guiding students and preparing resources to support them. This put more pressure on teachers and, in turn, on school leaders.

It was students’ maturity, independence, strength, and courage that gave school leaders the most satisfaction during the pandemic. Students realised there were new ways to learn and that they were developing new skills. In their feedback, school leaders said many of the students were eager to work and had a positive attitude, though of course there were some who encountered difficulties.

The lack of structure and routine interfered with learning. The new learning habits did not suit some students. A large cohort were ‘not involved in their learning’. Every effort was made to support the most vulnerable students, and these efforts were mostly successful, but in some cases they were less effective than was hoped. Student well-being, more so than academic affairs, was every school’s main priority.

Decline of competence in spoken Irish

The biggest problem for students in all-Irish schools in terms of progress in their learning was falling behind in their ability to practise speaking Irish. School leaders are worried about

long-term consequences of this gap in direct contact with Irish on the language ability of students in an area outside the Gaeltacht.

Many students at all-Irish schools have parents at home who do not speak Irish. This created huge problems for their progress, because they did not have support with the language at home. During school closures, parents were willing to help their children, but in the case of all-Irish schools, one of the most-needed supports for students was the opportunity to practise their Irish – and unless a parent or guardian had some competence in the language, that support was lost.

School leaders said some teachers were ‘turning to English to make sure the work was understood and that parents could support them’. It was challenging for teachers to provide the same support through distance learning compared to the physical immersion setting. Socialisation through Irish also suffered, especially when students were physically unable to come together. There was a tendency for students to turn to English when in contact with their friends.

Plan for the future

The challenges of Covid-19 are far from over, but when leaders in all-Irish schools were asked what plan would they implement if the same events happened again, they were in agreement. The points they raised included an emphasis on planning for distance learning, communication, and student progress.

To undertake distance learning:

  • Teachers and students should have the appropriate skills.
  • Students and teachers should have access to digital and broadband tools.
  • There should be an effective timetable that caters for all students.
  • Training should be available for teachers on differentiation in digital classes.

To ensure effective communication:

  • Information should be disseminated in a timely manner (and concurrently through Irish as well as English).
  • A code of conduct and safety statement should be in place that incorporates distance learning.
  • Students should be aware of and clear about a new learning system.

To ensure student progress:

  • A support plan should be in place to support the promotion of Irish in the home.
  • Pastoral care duties should be shared across the entire staff to lessen the burden on a few.
  • Participation should be tracked from the outset to support non-participating students.
  • Students should have access to resources and equipment to give them every opportunity.
  • Formal supports should be provided for students with special educational needs.


Ireland’s school principals must be acknowledged and commended for the efforts they have made to benefit their students, teachers, parents, and the school community. Leaders in all-Irish schools deserve high praise. They faced challenges that other schools may not have understood. Their success was due to their commitment and dedication.

Covid-19 continues to challenge schools. While much progress has been made, school leaders endeavour to enhance and develop practices across all facets of school life. Education and Training Board schools take comfort in the fact that the ETB model provides a constant source of supports, assistance, and guidance. Ní neart go cur le chéile.


Rath agus Dúshláin a thit amach ón 12 Márta 2020


Is minic a bhíonn cúrsaí oideachais i mbéal an phobail ach ón 12 Márta na bliana seo, caitheadh spotsolas buan ar imeachtaí scoileanna na tíre a bhuí le paindéim COVID-19.  In earnáil na mBord Oideachais & Oiliúna, ag an iarbhunleibhéal, tá dhá chéad, daichead is a cúig scoil faoi chúram na mBord Oideachais & Oiliúna, ocht is daichead acu a sholáthraíonn oideachas trí mheán na Gaeilge, idir scoileanna Gaeltachta, Gaelcholáistí agus Aonaid Lán-Ghaeilge.  Cé go raibh ar gach scoil sa tír dul i ngleic le dúshláin éagsúla, cuireadh dúshláin sa bhreis os comhair ceannairí scoile i suíomh lán-Ghaeilge i dtreimhse nach raibh brú agus strus breise de dhíth.

San alt seo, tabharfar léargas ar an eispéireas, idir dhúshlánach agus rathúil, a bhí ag ceannairí na scoileanna lán-Ghaeilge in earnáil na mBord Oideachais & Oiliúna ó dúnadh na scoileanna ar an lá cinniúnach sin i mí an Mhárta 2020. Cuireadh ceistneoir amach chucu chun a léargas pearsanta a roinnt le Boird Oidieachais & Oiliúna Éireann i mí Lúnasa na bliana seo.  Baineann an tuairimíocht seo le tuairimí na bpríomhoidí iad féin amháin.



Dá labhrófá le príomhoide ó scoil ar bith sa tír, seans maith go gcloisfí an t-eispéireas céanna ó scoil go scoil,an chianfhoghlaim, dúshlán na Sraithe Sóisearaí, Gráid Ríofa na hArdteiste, Athoscailt na scoileanna ina measc.  Cé go mbíonn ar gach scoil dul i ngleic leis na dúshláin céanna, bíonn dúshláin sa bhreis ar scoileanna lán-Ghaeilge. Ón taighde a rinneadh chun léargas na gceannairí scoile i suíomh lán-Ghaeilge a bhailiú, tháinig trí théama chun cinn ón aiseolas a fuarthas ó na príomhoidí. B’iad cúrsaí cumarsáide, cúrsaí teicneolaíochta agus dul chun cinn na scoláirí.  Cé go raibh ceachtanna le foghlaim a threisigh cleachtais sna scoileanna, bhí an t-ualach oibre curtha ar ghuaillí na bpríomhoidí chun dul i ngleic leis na dúshláin a d’éirigh.

Cúrsaí cumarsáide

Cumarsáid ón Roinn Oideachais

Tuigeann gach mac ‘is máthair go raibh an tír ina hiomlán ag plé le cúinsí nach raibh duine ar bith ag súil leo nuair a bhuail COVID-19 sinn.  Thuig ceannairí scoile go raibh dúshlán roimh an Roinn Oideachais, go mbeadh cinntí deacra le déanamh agus nach mbeadh gach duine sásta leo.  Chuir sé isteach go mór ar cheannairí scoile nuair a bhí teachtaireachtaí á bhfógairt ag a ceathair a chloig tráthnóna Dé hAoine.  Anuas air sin, chuir sé go mór leis an míshásamh nuair a bhí leath-theachtaireacht ar fáil sna meáin.  Conas go raibh na teachtaireachtaí seo sna meáin sular tháinig siad faoi bhráid na gceannairí scoile,  Bhí sé strusmhar orthu nuair a bhíodh tuismitheoirí ag dul i dteagmháil leo ag fiosrú an scéil agus nuair nach raibh an scéal iomlán acu.

An fhadhb is mó a bhí ag dó na géirbe i measc ceannairí na scoileanna lán-Ghaeilge le linn COVID-19 ná an moill bhí ann maidir le foilsiúchán na n-úasdátaithe ón Roinn Oideachais trí Ghaeilge.  Bhí amanna ann go raibh ar scoileanna fanacht seachtain nó níos mó go dtí go dtiocfadh an leagan Gaeilge.  Bhí príomhoidí ann a dúirt go raibh sé dímheasúil do scoileanna lán-Ghaeilge.

Tarlaíonn sé seó ró-mhinic agus cé go mbeinn tuisceannach don Roinn Oideachais ag tús an phróisis, níl sé maith go leor go bhfuil sé seo fós ag tarlú’

Duine eile acu a dúirt,

Níor mhothaíos gur páirtnéir sa dúshlán seo ab ea mé.  Agus chruthaigh sé mí-shástacht agus easpa muiníne i bpobal na scoile’

Beidh daoine ann ag rá go raibh siad ar fáil trí Bhéarla agus cén dochar é, ach cén mhaitheas é sin nuair atá ceannairí scoile ag iarraidh a bheith dílis dá gcomhthéacs féin agus coinneáil le gnáthchleachtas agus gnáththeanga cumarsáide na scoile?

Cumarsáid i measc pobal na scoile

Dúirt na ceannairí scoile gur tháinig feabhas, a bheag nó a mhór, i measc pobal na scoile, níos fearr ná riamh i gcásanna áirithe.  Tháinig foirne iomlána le chéile go seachtainiúil ar líne ‘a chabhraigh go mór le dea-spriod a choimeád chun cinn agus tacú lena chéile’.  Eagraíodh cruinnithe rialta le foireann shinsearach na scoile.  Bhí múinteoirí sásta tabhairt faoi dhualgaisí breise chun tréadchuram na scoláirí a bheith mar sprioc na scoile i gcónaí.  Bhí siad thar a bheith bródúil as ‘cur chuige agus rannpháirtíocht na foirne agus na scoláirí’.  Rinne na ceannaírí scoile tagairt don tacaíocht a bhí ar fáil ó na Boird Oideachais & Oiliúna, ó Boird Oideachais & Oiliúna Éireann agus ó agus ó na scoileanna eile ina mBord.  Chuir an múnla seo go mór iad ar a suaimhneas toisc gur thuig siad go raibh líonra tacaíochta i gcónaí ann dóibh.

Toisc go raibh gach duine ag obair ón mbaile, bhí sé dúshlánach ar cheannairí scoile gan a bheith ar fáil – ar fáil do scoláirí, do mhúinteoirí, do thuismitheoirí.  Dar leo, cé go raibh cabhair ann ó na príomhoidí cúnta agus na príomhoidí tánaisteacha, ní raibh siad in ann éalú ó éilimh phobal na scoile ó dhún na scoileanna i mí an Mhárta.  Bhí imní i gcónaí ann maidir le cúrsaí folláine agus meabhairshláinte na múinteoirí agus na scoláirí.  Bhí gach duine ag brath ar an gceannaire scoile do na freagraí, freagraí nach raibh ar fáil, freagraí nach raibh ag éinne.

Dar leis na ceannairí scoile, tá caidrimh idir scoileanna agus tuismitheoirí athraithe go mór chun feabhais a bhuí le COVID-19.  Cé go raibh iarrachtaí ar siúl ag scoileanna chun guth an tuismitheora a chur chun cinn, tharla rud éigin le linn COVID-19 a threisigh an gaol sin le tuismitheoirí.  Dúirt ceannairí scoile go raibh tuismitheoirí an-bhuíoch as na hiarrachtaí a rinneadh ag scoileanna chun dul i dteagmháil le scoláirí, le tuismitheoirí agus chun gach iarracht a dhéanamh go mbeadh eolas cruinn ar fáil do theaghlaigh.

Cúrsaí teicneolaíochta

A bhuí le cúrsaí teicneolaíochta, bhí deis ag scoileanna leanacht leis an teagasc agus an bhfoghlaim. Chonacthas níos mó ná riamh múinteoirí ag roinnt scileanna, comhráití gairmiúla ag tarlú agus doirse na seomraí ranga ag oscailt.   Bhí scoileanna in ann cruinnithe rialta a eagrú leis an bhfoireann, le tuismitheoir, le scoláirí agus leis an mBord Bainistíochta.  Ar cheann de na buanna is mó a bhuí le teicneolaíocht, d’éirigh le scoileanna Comóradh Rang na hArdteiste a cheiliúradh ag deireadh na bliana.

Ar ndóigh, chruthaigh an teicneolaíocht fadhbanna do scoileanna chomh maith.  Ná déan dearmad nach raibh ar ghairm ar bith eile a chleachtas iomlán a athrú thar oíche nuair nach raibh an dara rogha ag scoileanna ach an chianfhoghlaim agus úsáid a bhaint as módheolaíochtaí dhigiteacha.

Ní hamháin go raibh ceannairí scoile buartha faoi mhúinteoirí ag streachailt le modheolaíochta nua, ach bhí buairt ollmhór ann maidir leis na scoláirí iad féin.  I gcás roinnt mhaith de na scoileanna lán-Ghaeilge, go háirithe dóibh siúd suite ar na hOileáin, bhí ‘roinnt daoine ag feidhmiú le beagán leathanbhanda agus treallaimh’. Dúradh go raibh roinnt seachtainí ann ag tús COVID-19 nuair nach raibh gléasanna digiteacha nó leathanbhanda ag scoláirí go dtí gur tháinig na scoileanna a bealaí chun a leithéid a chur ar fáil dóibh.

Anuas ar fhadhb na rochtana, chuir cumas dhigiteach na foirne go mór le strus na ceannairí scoile.  Cé go raibh iarrachtaí as cuimse déanta ag PDST Teicneolaíocht san Oideachas agus ag Scoilnet cabhrú le scoileanna, bhí sé dúshlánach ar feadh píosa teacht ar acmhainní trí Ghaeilge.  Chaith múinteoirí an-chuid ama ag aistriú achmhainní ó Bhéarla go Gaeilge.  Bhí go leor múinteoirí ann nach raibh na hinniúlachtaí cuí acu le tabhairt faoin gcianfhoghlaim agus gan an locht orthu.  Seachas scoileanna a raibh an teicneolaíocht leabaithe ina gcleachtas laethúil, bhí gach scoil eile faoi bhrú agus ag fulaingt.  Níor thuig éinne go dtiocfadh an lá go mbeadh an teagasc agus an fhoghlaim ag brath go hiomlán ar chúrsaí teicneolaíochta. Mhothaigh ceannairí scoile ciontach nach raibh siad in ann níos mó a dhéanamh dá múinteoirí

Bhí múinteoirí faoi strus agus níor cheapas go raibh ar mo chumas go leor tacaíochta a thabhairt dóibh nuair nách raibh mé ar scoil. Chomh maith leis sin, múinim cúig rang déag in aghaidh na seactaine.  Mar sin, bhí sé dúshlánach a bheith ag iarraidh an dhá thrá a fhreastail.’

Cé go ndeirtear go bhfuil scileanna digiteacha ar a dtoil ag scoláirí na haoise seo, tháinig sé chun cinn go raibh cuid mhaith scoláirí ann le scileanna digiteachta teoranta acu.  Dúirt ceannairí scoile go raibh taithí ag scoláirí ar gnéithe bunúsacha den teicneolaíocht oideachais agus mar sin, bhí ar mhúinteoirí cuid mhaith ama a chaitheamh ag treorú na scoláirí agus ag ullmhú acmhainní dóibh chun tacú leo. Chuir sé seo níos mó brú ar mhúinteoirí agus ansin ar cheannairí scoile dá bharr.

Dul chun cinn na scoláirí

Scoláirí féinstiúrtha á bhforbairt

B’iad an aibíocht, neamhspleáchas, neart agus misneach na scoláirí a thug an sásamh is mó do cheannairí scoile le linn COVID-19.  Thuig scoláirí go raibh bealaí nua chun foghlama, go raibh scileanna nua á bhforbairt acu.  Ón aiseolas a fuarthas ó na ceannairí scoile, dúradh go raibh fonn oibre agus meon dearfach agus cuid mhaith acu, ach, ar ndóigh, bhí deacrachtaí ag cuid mhaith scoláirí.  Chuir an saoirse isteach ar chúrsaí foghlama.  Níor oir na nósanna nua do réimse scoláirí.  Bhí lear mór scoláirí ‘nach raibh rannpháirteach ina gcuid foghlama’.  Rinneadh gach iarracht tacú leis na scoláirí is leochailí agus d’éirigh leis na hiarrachtaí sin ach i gcásanna eile, ní raibh na hiarrachtaí chomh rathúil is a bhí siad ag súil leo.   Tugadh tús áite d’fholláin na scoláirí i gcónaí, agus i gcásanna áirithe, thar chúrsaí acadúla.

An fhadhb is mó a bhí ann do scoláirí na scoileanna lán-Ghaeilge maidir le dul chun cinn san fhoghlaim ná titim siar lena gcumas Gaeilge labhartha.  Tá ceannairí scoile buartha go mbeidh

iarmhairtí fadtréimhseacha ag an mbearna seo sa teagmháil dhíreach leis an nGaeilge ar chumas teanga na ndaltaí i gceantar lasmuigh den Ghaeltacht’.

Meath na Gaeilge labhartha

Tá líon mór scoláirí ag freastal ar scoileanna lán-Ghaeilge a bhfuil tuismitheoirí sa bhaile acu gan Gaeilge.  Chruthaigh sé seo fadhbanna ollmhóra do dhul chun cinn na scoláirí.  Bhí scoláirí ann nach raibh tacaíocht ann ó bhaile. Le linn dúnadh na scoileanna, bhí tuismitheoirí toiteanach cabhrú lena bpáistí ach i gcás na scoileanna lán-Ghaeilge, ar cheann de na tacaíochtaí is mó a bhí de dhíth ag scoláirí ná deiseanna chun a gcuid Gaeilge a chleachtadh.  Dúirt ceannairí scoile go raibh roinnt múinteoirí ‘ag tiontú ar an mBéarla le deimhniú gur tuigeadh an obair agus go bhféadfadh tuismitheoirí tacú leo’. Bhí sé dúshlánach ar mhúinteoirí an tacaíocht chéanna a chur ar fáil tríd an gcianfhoghlaim i gcomparáid le suíomh an tumoideachais go fisiciúil.  Anuas air sin, d’fhulaing an soisialú trí Ghaeilge go háirithe nuair nach raibh scoláirí in ann teacht le chéile go fisiciúil.  Dúradh go raibh an claonadh ann go rachadh scoláirí i dtreo an Bhéarla nuair a bhí siad i dteagmháil lena gcairde.


Níl an t-aistear thart go fóill ach nuair a chuireadh an cheist ar cheannairí sna scoileanna lán-Ghaeilge, dá dtarlódh na heachtraí céanna arís, cén plean a chuirfidís i bhfeidhm, bhí siad ar aon-intinn faoi na pleananna sin. I measc roinnt de na pointí a ardaíodh, cuireadh béim ar pheanáil don chianfhoghlaim, don chumarsáid agus do dhul chun cinn na scoláirí

Le tabhairt faoin gcianfhoghlaim

  • Go mbeadh na scileanna cuí ag múinteoiri agus ag scoláirí tabhairt faoin gcianfhoghlaim
  • Go mbeadh rochtain ag scoláirí agus ag múinteoirí i leith na n-uirlisí digiteacha agus leathanbhanda
  • Go mbeadh amchlár éifeachtach a fhreastalódh ar gach scoláire
  • Go mbeadh traenáil ar fáil do mhúinteoirí maidir le difréal sna ranganna digiteacha

Le bheith soiléir maidir le cúrsaí cumarsáide

  • Go mbeadh eolas á scaipeadh in am (agus ar fáil trí Ghaeilge mar aon le Béarla, ag an am céanna)
  • Go mbeadh Cód Iompair agus Ráiteas Sábháilteachta réidh a chuirfeadh an chianfhoghlaim san áireamh
  • Go mbeidh na scoláirí soiléir faoi chóras nua foghlama

Le cinntiú faoi dhul chun cinn na scoláirí

  • Go mbeadh plean tacaíochta ann ullamh chun tacú le Gaeilge a chur chun cinn sa bhaile
  • Go mbeadh cúramaí tréadchúraim roinnte ón tús ar fhoireann na scoile
  • Go mbeadh rannpháirtíocht á rianadh ón tús chun tacú le scoláirí nach raibh rannpháirteach
  • Go mbeadh rochtain ag scoláirí ar acmhainní/trealamh chun gach deis a thabhairt dóibh
  • Go mbeadh tacaíocht fhoirmeálta a thabhairt do dhaltai le riachtanais speisialta oideachais


Caithfear aitheantas agus moladh a thabhairt do phríomhoidí na tíre seo as na hiarrachtaí a rinne siad ar mhaithe lena scolairí, na múinteoirí, na tuismitheoirí agus pobal na scoile ina iomlán.  Thairis sin, tá ardmholadh tuillte ag ceannairí sna scoileanna lán-Ghaeilge.  Bhí dúsláin rompu, dúshláin nár thuig scoileanna eile, b’fhéidir, ach d’éirigh leo a bhuí lena dtiomantas agus a ndíogras.

Níl sé thart go fóill, ná baol air.  Tá aistear fada amach roimh scoileanna agus a cheannairí mar aon.  Níl deireadh le COVID-19 agus mar sin is buntáiste é do scoileanna na mBord Oideachais & Oiliúna go bhfuil deiseanna líonraithe ann, go bhfuil an tuiscint ann agus go bhfuil an tacaíocht ann.  Ní neart go cur le chéile.

Gean Gilger

Oifigeach um Bheartas & Fhorbairt Oideachais (le freagracht as Oideachas Lán-Ghaeilge) BOOÉ

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