# data[].attributes.body
Exam Information

# data[].attributes.body
School Books

# data[].attributes.attachment_link.title
Folens: Leaders in Irish Primary & Post-Primary Education | Folens

# data[].attributes.attachment_link.description
Folens provides school books, digital products & resources that support teachers to make great learning easy for children in Ireland.

# data[].attributes.body
School Books

# data[].attributes.attachment_link.readable_text
Edco publish primary and post primary/secondary textbooks, programmes, teacher's resources, e-books, revision books, exam papers and ancillary materials that comprehensively cover the Irish Curriculum. We also provide teachers with a range of advanced digital resources to assist them in their teaching objectives resulting in strong learning outcomes for their students and pupils.

In business since 1910, and over the last 100 years, there have been many changes to both Edco and the world of school book publishing. In line with this Edco has pioneered the way to become Ireland's number one educational publisher.
Leaders in educational digital technology (e-learning)
Leading the way in terms of digital content delivery and e-learning, we have a vast bank of easy-to-use digital resources available. We pride ourselves on producing high-quality, interesting, teacher- and student-friendly content which is fully in line with curriculum requirements.

# data[].attributes.attachment_link.title
Irish Publisher of Primary & Post Primary Textbooks, School Books

# data[].attributes.attachment_link.description
Edco publish primary and post primary/secondary textbooks, programmes, teacher's resources, e-books, revision books, exam papers and ancillary materials that comprehensively cover the Irish Curriculum. We also provide teachers with a range of advanced digital resources to assist them in their teaching objectives resulting in strong learning outcomes for their students and pupils.

# data[].attributes.body
School Books

# data[].attributes.attachment_link.title
Quality Books, Publications, Revision Materials and Online Resources for Irish Secondary School Pupils and Teachers | The Celtic Press | Dublin

# data[].attributes.body
School Books

# data[].attributes.attachment_link.description
Gill Education - Ireland's leading publisher of college, further education, school and general books.

# data[].attributes.body
School Books

# data[].attributes.attachment_link.description
CJ Fallon Ireland's foremost educational publishers.

# data[].attributes.body
School Books

# data[].attributes.attachment_link.description
Need to talk to us? We can be contacted on 1800 613 111 or 066 714 2179 Monday-Friday 9am-5.30pm. OR you can use this contact form to send an enquiry to the team here at Educate.ie. We aim to answer all queries within 24 hours Mon-Fri.

# data[].attributes.attachment_link.readable_text
The purpose of the RACE scheme is to allow candidates who have special educational needs that interfere with their capacity to engage with the standard state examination arrangements to demonstrate what they know and can do, without compromising the integrity of the state examination. These arrangements are available for the Leaving Certificate examinations, Leaving Certificate Applied examinations and the Junior Cycle examinations.

The Examinations Commission provides full guideline booklets for both parents/students and for schools - you will find links to these at the bottom of this article.

Below is a summary of some of the main entitlements and timelines.

The four main grounds for which accommodations will be considered are:

Learning Difficulty

Hearing Difficulty

Visual Difficulty

Physical Difficulty

Examples of accommodations available include enlarged or Braille versions of questions, voice-activated computers, reading pens, assistive technologies, while taking the state examinations. Further examples of possible accommodations are listed under the 'Application Process' section below.
Accessing Print for Visual Impairment and/or Learning Difficulty

There are a number of accessible arrangements available from enlarged print, modified papers with graphs etc simplified to braille and colour identifier.

Enlarged examination paper - The standard version of the examination paper is enlarged from A4 to A3 size.

Modified examination paper - The standard paper is modified to make it accessible to people with severe visual impairments.

Braille examination paper - A copy of the examination paper that is produced in braille format. Tactile diagrams with braille labelling are also provided where necessary.

Reader/reading assistance - A person who reads some or all of the question paper for you. They read only what you ask them to read.

Exam reading pen - An exam reading pen is a small hand-held device which you can use to scan words, phrases or sections of the examination paper and have the text converted to speech which you listen to using ear-phones.

Colour identifier - Candidates who are colour blind may need a colour identifier. This is a person available to help, most likely in the Geography and Science examinations, but also as the need arises in other subjects.

Assistive technology - The technology you are allowed to use will depend on what you are used to using in school and what you are eligible for.

Accommodations for Accessing Sound

Preferred location within the centre - The school arranges for you to be placed close to the superintendent.

Personal sound device in main centre - Headphones with a personal sound device for aurals.

Special centre for aural examination - For the aural (listening comprehension) part of a language examination, you are allowed to use a personal sound device (CD player), with or without individual headphones, in a special centre with other students or, exceptionally, in an individual special centre.

Modified aural examination - You have a face-to-face session with an examiner rather than a sound device.

Exemption from aural component - language subjects - If there are genuine reasons why a modified aural examination cannot be carried out, you may be granted an exemption from the aural component.

Oral for hearing-impaired candidates - For the oral component of the examination, the examiner is told of your hearing impairment and can arrange for the lighting and positioning that you need to help you lip-read.

Exemption from oral component - If there are genuine reasons why an oral for hearing-impaired candidates cannot be carried out, you may be granted an exemption from the oral component.

Sign language interpreter* - You can have a sign language interpreter if you have both a hearing impairment and a reading difficulty.

Accommodations for Communication Difficulties

Waiver from the assessment of aspects of spelling, grammar, and punctuation in language subjects - You are not penalised for errors in spelling, grammar and punctuation in English, Irish and foreign language examinations.
Word processor with spell check enabled - Instead of writing your answers, you type them on a laptop or other word processing device.

Word processor with speech-to-text software - Instead of writing your answers, you say them into a laptop with software that can convert your speech into text.

Recording device - Instead of writing your answers, you say them into a digital or other recording device.

Scribe - Instead of writing your answers, you say them to someone who writes them down.

Drawing aids - If an injury or other condition means that you have difficulty using a tee-square or other drawing tools normally used in technological subjects, you may be allowed to use drawing aids such as parallel-motion boards and smaller drawing sheets in the Junior Cycle subjects Graphics and Wood Technology and in the Leaving Certificate subjects DCG, Construction Studies and Technology.

Exemption from Practical Test or Project in Junior Cycle Home Economics - If you have a physical condition that prevents you from taking part in the Food and Culinary Skills Examination (the practical test) in Junior Cycle Home Economics, you can get an exemption from it. Similarly, if you have a condition that means that you cannot do any of the three options in Optional Study (the project), you can get an exemption from this.

The environment and timing for examinations can also be arranged for examinations.

# data[].attributes.attachment_link.title
Reasonable Accommodations at State Examinations (RACE) - SchoolDays.ie

# data[].attributes.attachment_link.description
The majority of applications for the RACE scheme come from students with dyslexia while the remainder are from children with dyspraxia, autism-spectrum disorders, attention deficit hyperactivity disorder, visual or hearing impairments, other disabilities, or broken limbs or illnesses close to the exam.

# data[].attributes.body
Reasonable Accommodation for Exams (RACE)

# data[].attributes.body
Exam Papers

# data[].attributes.body
Disability Access Route to Education (DARE)

# data[].attributes.attachment_link.readable_text
If you have one or more of the disabilities listed here and your disability has had a negative impact on your second level education, then you should apply to DARE.

To be eligible for DARE, you must meet both the evidence of disability criteria and educational impact criteria.

Reduced Point
If you apply to DARE and meet the application criteria (that is, are deemed eligible for DARE), you may be offered a place even if you do not have enough Leaving Certificate points for your preferred course. Each participating college and university has a reserved number of places to offer eligible DARE applicants at lower or reduced Leaving Certificate points.

An example of a reduced points offer is that the Leaving Certificate points for a particular course is 366 points. An eligible DARE applicant could be offered a place with a lower points score, e.g. 356 points. This applicant would also, like all other applicants applying to college, need to meet the minimum entry requirements and any specific programme requirements before being considered for a DARE reduced points offer. The reduction in points for DARE places can vary every year.

The number of points a particular course is reduced by is dependent on a number of factors, such as

The overall number of places on the course.

The number of reserved DARE places on the course.

The number of DARE eligible applicants competing for these reserved places.

Information on the number of reduced points places available per course and the method used by colleges for selecting eligible DARE students for those places is available on HEI websites and on each of the participating colleges' page on this site.
Prioritisation of Applicants Eligible for both DARE & HEAR
Research has shown that students with disabilities from disadvantaged backgrounds face the greatest obstacles when it comes to progression to higher education. In order to increase the numbers of students facing this 'double disadvantage', colleges participating in DARE and HEAR have agreed to prioritise this group when allocating reduced points places.
Prioritisation of Eligible DARE Applicants with a Physical or Sensory Disability
Research has identified that students with physical and sensory (Blind/ Vision Impairment and Deaf/ Hard of Hearing) disabilities are particularly underrepresented in higher education in Ireland relative to all students with disabilities. In order to increase the numbers of DARE students with physical and sensory disabilities being admitted to higher education, the DARE colleges have agreed to prioritise these two groups when allocating reduced points places.
College Supports
You don't have to be eligible for DARE to get support in college. All students with a verified disability, regardless of whether they come through DARE or not, can avail of a variety of academic, personal and social supports while studying at third level.

College supports may include:

Orientation programmes.

Learning support.

Assistive technology.

Library support.

Exam accommodations.

Educational Support Worker.

Academic tuition.

Disability Access Map
Students with disabilities and specific learning difficulties can follow their route to college with the Disability Access Map. This new tool will allow you to track your path to college step by step and give you lots of great information and advice about the college application procedures, what you need to do to prepare for college life, how to get supports in college and how to approach your first semester. See www.ahead.ie/accessmap for details.
Language Waiver and Fitness to Practice Language Waivers
Applying to DARE and applying for a language waiver are two separate processes. Therefore, DARE applicants who require a language waiver but haven't yet applied for one need to apply to the relevant authorities (e.g. National University of Ireland, Trinity College Dublin, University of Limerick, etc.). Further information on applying for language waivers is available on the Frequently Asked Questions section here.

If there is a language requirement in the specific programme requirements for your chosen course, you must have that language.
Fitness to Practice
Students on most professional health/ teaching courses are required to complete a medical declaration form confirming they do not have a disability/ significant on-going illness that may delay or prevent them starting or completing the professional programme.

If you are applying for these type of courses, it is useful to discuss any questions or concerns you may have with the Disability/Access Service in the college in which you are interested.
Financial Assistance and SUSI
Students applying to DARE are encouraged to find out more information on the maintenance grant. Additional information on other sources of financial assistance for third level students is available at www.studentfinance.ie.
Student Universal Support Ireland (SUSI)
For detailed information on financial support and student grants when going to third level, log on to www.susi.ie.

Use the Grant Eligibility Reckoner to indicate if you meet SUSI's criteria to receive student grant funding.

Apply early and return requested documentation as soon as possible.

Tick the SUSI option on your CAO application to share your college course details with SUSI.

Download the SUSI Undergraduate Information Leaflet here.

# data[].attributes.attachment_link.description
If you have one or more of the disabilities listed here and your disability has had a negative impact on your second level education, then you should apply to DARE. To be eligible for DARE, you must meet both the evidence of disability criteria and educational impact criteria.

# data[].attributes.body
Higher Education Access Route (HEAR)

# data[].attributes.attachment_link.readable_text
This session includes a general presentation on HEAR and how to apply to it, as well as a Questions and Answers session on how to make a successful application. It will also provide an opportunity for you and/or your parent(s)/ guardian(s) to meet members of the HEAR team online and find out how the scheme works.

# data[].attributes.attachment_link.description
A higher education scheme for Leaving Certificate students whose economic or social background are underrepresented in higher education

# data[].attributes.body
National Learning Network (NLN)

# data[].attributes.attachment_link.readable_text
We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies. However you may visit Cookie Settings to provide a controlled consent.

# data[].attributes.attachment_link.description
National Learning Network Archive - Rehab Group

# data[].attributes.body
Resources

# data[].attributes.attachment_link.title
Home - Outside the Box Learning Resources

# data[].attributes.attachment_link.description
CPD Resources for Education and Healthcare Professionals

# data[].attributes.body
Post Leaving Cert Courses (PLCs)

# data[].attributes.attachment_link.description
Carlow Institute has a very successful tradition providing Further Education and Training courses. Whether you intend to develop new interests or plan your career, the opportunities at Carlow Institute will shape your future.

# data[].attributes.body
Qualifax (National Learners' Database)

# data[].attributes.attachment_link.description
Our comprehensive database of up to 15,000 courses is here to help students, jobseekers, parents, guidance professionals and graduates explore their education and training options. So whether you're a student looking for a CAO course or an employee interested in microcredentials for that next promotion, we have you covered.

# data[].attributes.attachment_link.readable_text
Cookie Consent: We use necessary cookies to make our site work. In particular, secure encrypted session cookies are necessary to allow secure progression through the various elements of the online 'apply' and 'my application' services. Session cookies are deleted automatically when the browser is closed.

Additional cookies are required to use services from third parties such as Site Search 360 (site search), Prospectus Plus (interactive handbook) and IBM (Virtual Assistant). If you wish to use these services you must accept additional cookies.

For more details, please see our privacy statement.

# data[].attributes.attachment_link.description
The Central Applications Office (CAO) processes applications for undergraduate courses in Irish Higher Education Institutions.

# data[].attributes.attachment_link.title
Study Skills Guide for Students with Dyslexia

# data[].attributes.attachment_link.readable_text
The SESS published 'Signposts' in order to outline how differing categories of special educational need can affect teaching and learning. It also offered tips for teaching, along with additional resources and references.

Copies of the publication were sent to each school but, because of demand, the individual chapters are made available below in PDF format.

Categorising the complex and diverse nature of disability in this form is not intended to equate individuals with disability labels. Rather, these categories act as signposts that enable teachers to negotiate the social, psychological and biological factors that affect each individual pupil's learning and unique needs. The strategies outlined are not exclusive to any category, or indeed to special educational needs, and should be used in conjunction with a number of key publications:

Sections of 'Signposts'
The complete document is also available in PDF format
Click here to download the complete document [PDF - 26.9MB]

# data[].attributes.attachment_link.title
Special Education Support Service: 'SIGNPOSTS'

# data[].attributes.attachment_link.description
The SESS published 'Signposts' in order to outline how differing categories of special educational need can affect teaching and learning. It also offered tips for teaching, along with additional resources and references. Copies of the publication were sent to each school but, because of demand, the individual chapters are made available below in PDF format.

# data[].attributes.attachment_link.readable_text
Our lesson plans - your classroom.

Teachers inspiring teachers.

For over 20 years, Prim-Ed Publishing has been working with teachers to provide tailored resources to meet the very specific needs of pupils in Irish classrooms. In recent years, the company has gone global. This means similar educational resources are being tailored for classrooms in the UK, Australia, New Zealand, South Africa and Malaysia.

The global financial and marketing activity is centralised in New Ross, Co. Wexford, which is the corporate headquarters and centre of best practice. Prim-Ed Publishing has been working closely with R.I.C. Publications since the mid 2000s and the global takeover has seen Prim-Ed Publishing extend its operation across five continents, with sales and licensing agreements in 22 countries.

Prim-Ed Publishing is the number one provider of educational resources across each area of the primary school curriculum. The portfolio of company product includes photocopiable teacher resources, boxed product for comprehension, literacy and maths, problem solving, workbooks, posters, stickers, eBooks and software. Its reach into the second level sector continues to grow with curriculum-focused resources in areas such as literacy, numeracy, geography, history, SPHE and posters. The resources are written by practising classroom teachers. Focusing on content and presentation, we strive to produce educational resources, of the highest quality, that satisfy the needs of teachers and pupils alike. As a result, Prim-Ed Publishing has gained an esteemed reputation among teachers and practitioners in the education sector.

For the teacher our resources offer; reference guidance, how you might introduce the topic to the class, development and deepened learning of topic, class differentiation and how you might teach children at different stages of learning, assessments to ensure progression, a pupil learning log, so they are aware of their own development/training. These core products are marketed through a nationwide sales team and a network of retailers. In turn, a team of dedicated editorial, research and support staff, based in the UK, Ireland, Europe and Australia, ably supports them. Prim-Ed Publishing also offers customers the option of ordering resources online.

Awards

Prim-Ed Publishing (Ireland and UK) and its sister company R.I.C. Publications (Australia, New Zealand and South Africa), have been named Global Educational Resource Company 2022 by the All-Ireland Business Foundation. The Prim-Ed team also received the coveted Business All-Star Accreditation in 2021.

These accreditations are an outstanding achievement for the company, and is recognition of the effort, commitment and dedication of a team striving to provide a best-in-class service for all our customers.

Business All-Star accredited companies are defined as: progressive, indigenous Irish businesses which meet the highest standards of verified performance, trust and customer centricity. In achieving this accreditation, we join a unique group of businesses, and we believe this continues to demonstrate our commitment to improving our service to our customers and suppliers.

# data[].attributes.attachment_link.description
For over 20 years, Prim-Ed Publishing has been working with teachers to provide tailored resources to meet the needs of pupils in Irish classrooms. Read on.

# data[].attributes.attachment_link.title
Dyslexia Association Ireland | Supporting Children & Adults with Dyslexia

# data[].attributes.attachment_link.description
Our vision is a dyslexia friendly society. Where everyone with dyslexia is enabled to fulfil their potential.

# data[].attributes.attachment_link.readable_text
Defining Dyscalculia

Dyscalculia is a learning difference that can cause difficulties with core mathematics. It affects approximately 6-8% of the population. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support, people with dyscalculia can achieve success in education, the workplace and in wider society.
People with dyscalculia lack an intuitive grasp of simple number concepts or 'number sense'. They have difficulties estimating the magnitude of numbers, exhibit poor understanding of number relationships, and lack fluency with simple numerical operations. Often if the right answer is achieved or the correct procedure followed, it is done so mechanically, with great effort and without confidence.
Dyscalculia is not a general difficulty with learning, it impacts specific skill areas. Dyscalculia is distinct from mathematical difficulties arising from literacy or other learning difficulties, or maths anxiety but can co-occur with these difficulties. The impact of dyscalculia can change according to the environment (i.e. what a dyscalculic person is being asked to do and under what circumstances).

Language, Recognition and Rights

Some people prefer the wording 'a person with dyscalculia', while others prefer the term 'a dyscalculic person'. When working with individuals it is important to use the terminology that the person is most comfortable with. When communicating with a wider audience the terms may be used interchangeably to reflect the variation of preference that exists.

Dyscalculia is a recognised disability under Irish and EU law (such as under equalities, accessibility and disability legislation). However, many dyscalculic people do not consider themselves 'disabled' and this view should be respected.

What difficulties might be experienced by a student with Dyscalculia?

These students often experience difficulties with basic mathematical or numerical tasks or processes such as adding, subtracting, multiplying or dividing. Students can also experience difficulty knowing which mathematical process should be employed based on context.

Other challenges can include telling the time using an analogue watch or clock, handling money or calculating change.

There is a high incidence of co-diagnosis of dyslexia with dyscalculia. This obviously leads to greater challenges for these students.

Students with dyscalculia will often experience a lack of confidence or low self-esteem as a result of previous experiences with trying to study maths.

What can you do to support these students?

New concepts should be introduced using concrete examples only moving to more abstract concepts after these examples have been thoroughly understood by the student.

Multi-sensory teaching can help students who have difficulty with a particular delivery method e.g. visual or aural.

Present mathematical processes or procedures in a number of ways - often students will grasp a concept if it is approached in an alternative way.

Encourage students to ask questions at all stages if they are having difficulty.

Maths teaching should be structured and cumulative and the use of multi-sensory methods employed.

Simple examples should be used for new concepts and concepts should always be introduced at the concrete level with materials before going to maths problems in number, symbol and word form.

The language used should be transparent and students should be encouraged to put mathematical terms into their own words.

Appropriate aids such as number lines, number squares, and calculators should be available, and students should be taught how to use them.

Computer programmes can be useful to help consolidate learning.

Metacognitive strategies will be particularly useful for problem-solving.

The book 'Teaching Numeracy to Children with Dyslexia' by Pauline Clayton may be useful for further strategies.

Have a plan or strategy, which works in any math word problem situation. When a student is presented with a question that requires mathematical calculation, they may benefit from following the 12 steps provided:

1. Read the problem carefully looking for clues and important information. Write down the clues, underline, or highlight the clues.

2. If necessary, rewrite the problem to help find these clues.

3. Look for clues to determine which math operation is needed to solve the problem, for example, addition, subtraction, etc. Look for keywords like sum, difference, product, perimeter, area, etc. They lead to the operation needed to solve the problem.

4. Look for what is needed to solve the problem, for example: how many will are left, the total will be, everyone gets red, everyone gets one of each, etc.

5. Use variable symbols, such as "X" for missing information.

6. Eliminate all non-essential information by drawing a line through distracting information.

7. Draw sketches, drawings, and models to see the problem.

8. Is the word problem similar to previous work, if so how was it solved?

9. Develop a plan based on the information determined to be important for solving the problem.

10. Carry out the plan using the math operations which were determined would find the answer.

11. Does the answer seem reasonable, if it does then it is probably ok - if not then check the work.

12. Work the problem in reverse or backwards, starting with the answer to see if you wind up with your original problem.

Useful Websites

https://ie.ixl.com/math/ provides Irish curriculum-based support from Junior Infants up to 6th year for Maths and English subjects.

Further information and videos which may be helpful can be accessed at http://www.stevechinn.co.uk/

Free multisensory maths tutorials can be accessed at www.alison.com.

www.helpmykidlearn.ie - provides ideas for parents of children aged 0 - 12 to learn on a number of topics, from numeracy, literacy, and communication skills.

http://www.primarygames.com/math.php and http://www.mathplayground.com/ - maths games for children.

Equatio works on Windows, Mac and Chromebook. It lets the user type, handwrite or dictate equations, formulas and more directly to the computer of Chromebook to create mathematical expressions digitally. With intuitive prediction, it can speed up the accuracy of simple and more complex maths expressions.

Books

"What to do when you can't..." series by Steve Chinn.

"Power of 2" series by David J. Sharp (2001).

"The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy Difficulties" by Steve Chinn (2004).

"The Math Handbook; For students with maths difficulties, Dyscalculia, Dyslexia or ADHD" by Helmy Faber (2017).

Dyslexia and Maths Difficulties

Maths difficulties are common in students with Dyslexia. The areas of maths that students with dyslexia find the most difficult are:

The language of maths: Some students struggles to read and understand the vocabulary in maths questions, and therefore do not know what task they are being asked to do. Many different words can be used to describe the same action, e.g. add, increase, plus, total.

Sequencing: The learning of maths is very sequential, but to successfully complete many maths problems a very strict sequence must be followed. Learning multiplication tables is all about learning a strict sequence of information.

Orientation: Difficulties with orientation and direction can lead to confusion of maths symbols. Some people with dyslexia show weakness in the Coding subtest in the assessment, meaning that they struggle to decode symbols accurately and quickly.

Memory: There are many facts, figures, tables, and formulas which have to be learnt and recalled accurately.

Confidence: A lack of confidence in their own maths ability can worsen the above difficulties.

For more information on strategies for dyslexia and maths you can download our handout below:
Dyslexia and Maths Difficulties (PDF)

# data[].attributes.attachment_link.title
Dyscalculia and Maths Difficulties | Dyslexia Ireland

# data[].attributes.attachment_link.description
Dyscalculia is a learning difference that can cause difficulties with core mathematics. It affects approximately 6-8% of the population. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support, people with dyscalculia can achieve success in education, the workplace and in wider society.

# data[].attributes.attachment_link.description
Play Wordle with unlimited words! Guess words from 4 to 11 letters in different languages and create your own puzzles. Can you guess the hidden word in 6 tries?

# data[].attributes.attachment_link.title
Countdown - The Official App - Apps on Google Play

# data[].attributes.attachment_link.description
It’s time to go up against TV’s most iconic clock!

# data[].attributes.attachment_link.title
Countdown - The Official App - Apps on Google Play

# data[].attributes.attachment_link.description
It’s time to go up against TV’s most iconic clock!

# data[].attributes.attachment_link.readable_text
Testimonials

IXL is brilliant. I am using it for autistic secondary students who need literacy and numeracy support. I love the instant feedback, the huge library of questions available, and the teacher insights!

Tara, teacher

Dublin, Ireland

# data[].attributes.attachment_link.description
IXL is the world's most popular subscription-based learning site. Used by over 14 million students, IXL provides unlimited practice in more than 5,000 maths and English topics. Interactive questions, awards and certificates keep kids motivated as they master skills.

# data[].attributes.attachment_link.readable_text
Testimonials

IXL is brilliant. I am using it for autistic secondary students who need literacy and numeracy support. I love the instant feedback, the huge library of questions available, and the teacher insights!

Tara, teacher

Dublin, Ireland

# data[].attributes.attachment_link.description
IXL is the world's most popular subscription-based learning site. Used by over 14 million students, IXL provides unlimited practice in more than 5,000 maths and English topics. Interactive questions, awards and certificates keep kids motivated as they master skills.

# data[].attributes.attachment_link.description
Borrow eBooks and eAudiobooks free from your library using the BorrowBox app. Say hello to your future library, wherever you are, whenever you are free.

# data[].attributes.attachment_link.title
Android Apps for Learners with Dyslexia, Reading and Writing Difficulties

# data[].attributes.attachment_link.description
Is this your domain?Connect it to your Wix website in just a few easy steps:

# data[].attributes.attachment_link.authors[].name
National Council for Curriculum and Assessment (NCCA)

# data[].attributes.attachment_link.description
The Leaving Certificate Applied is a two-year Leaving Certificate, available to students who wish to follow a practical or vocationally orientated programme.

# data[].attributes.headline
Junior Cycle Learning Programmes Level 1 & Level 2 (L2LPs)

# data[].attributes.subject
Junior Cycle Learning Programmes Level 1 & Level 2 (L2LPs)

# data[].attributes.attachment_link.provider_name
Oide - Supporting the Professional Learning of School Leaders and Teachers in Ireland

# data[].attributes.attachment_link.title
Junior Cycle Learning Programmes Level 1 – Level 2 - Oide

# data[].attributes.headline
Senior Cycle Learning Programmes Level 1 & Level 2 (L1LPs & L2LPs)

# data[].attributes.subject
Senior Cycle Learning Programmes Level 1 & Level 2 (L1LPs & L2LPs)

# data[].attributes.attachment_link.provider_name
Oide - Supporting the Professional Learning of School Leaders and Teachers in Ireland

# data[].attributes.attachment_link.title
Senior Cycle Learning Programmes Level 1 – Level 2 - Oide

# data[].attributes.headline
DES/NCSE Senior Cycle Level 1 & Level 2 Programmes Booklet

# data[].attributes.subject
DES/NCSE Senior Cycle Level 1 & Level 2 Programmes Booklet