Aengus Ó Snodaigh (Dublin South Central, Sinn Fein)
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478. To ask the Minister for Education and Skills if psychological or other such assessments for children paid for privately by parents, rather than waiting years on HSE or other State-funded assessments, are accepted by her Department to allow children to access supports in their school settings; and if she will make a statement on the matter. [27116/23]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs to receive an education is a priority for this Government. It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion on special education.

This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.

This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).

In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs in our schools next year.

For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 SNAs. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.

My Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs to ensure that wherever a child is enrolled, s/he will have access to an appropriate education.

One of the supports offered by the Department is the National Educational Psychological Service (NEPS). NEPS Psychologists work with schools using a problem solving model to help schools identify need and interventions to support those needs. Under this model, NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties.

Additional supports for children with special educational needs are embedded in all primary and post primary schools. Schools allocate their Special Education Teaching and SNA supports based on need in the school setting, so that those with highest level of need can access the highest level of support within the school in a timely manner. This model means that pupils do not need a psychological assessment, or a diagnosis of a disability, in order to access additional support in school.

The National Council for Special Education (NCSE) is a statutory body whose functions include planning and co-ordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).

The NCSE through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, and schools should liaise with the NCSE directly in the event that additional supports are required.

Parents may also contact their local SENO directly to discuss their child's present or future educational needs, using the contact details available on www.ncse.ie.

Where a parent has an assessment for their child which notes that they have a particular special educational need, or disability, they should still bring this to the attention of the school, as it may assist the school to decide how best to support the child. The school will take account of learning needs as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.

My Department encourages parents and school authorities to engage locally regarding pupils' education. Should a parent be dissatisfied with the manner in which supports have been provided to support their child's education they should raise this matter directly with their school Principal or the Board of Management of the school.

The NCSE does accept privately-funded psychological assessments for children to access special class and special school placements, as long as they meet the Department's criteria as follows.

- The child has a confirmed disability (professional report) in line with the designation of the special class in question.

- The child has complex or severe learning needs that require the support of a special class setting and the reasons why that is the case.

- There is a clear and definite recommendation for the most appropriate school placement.

The NCSE have confirmed that private and publicly-funded assessments are not distinguished between as long as they meet the above criteria.

The NCSE have also stated that reports recommending multiple 'options' for placement are not accepted for any setting other than the most inclusive one listed. If a report lists mainstream with support, special class in mainstream school, and special school, only the most inclusive option (mainstream) would be considered.

Aengus Ó Snodaigh (Dublin South Central, Sinn Fein)
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479. To ask the Minister for Education and Skills if parents of children with disability/educational/psychological assessments who pay for such assessments privately to try and overcome a public service waiting list for such an assessment, can recoup the costs of such an assessment; and if she will make a statement on the matter. [27120/23]

Norma Foley (Kerry, Fianna Fail)
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In common with many other psychological services and best international practice the National Educational Psychological Service (NEPS) of the Department of Education delivers a consultative model of service. NEPS Psychologists work with schools using a problem solving model to help schools identify need and interventions to support those needs. Under this model, NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties.

The NEPS casework service involves the provision of a psychological service for a student, with the psychologist working with the student, teachers and parents, and other professionals if appropriate, to identify need and plan for intervention to support the student in school. The NEPS model does not operate on a waiting list basis as schools prioritise those students with most need. Additional supports for children with special educational needs are embedded in all primary and post primary schools. Schools allocate their Special Education Teaching and SNA supports based on need in the school setting, so that those with highest level of need can access the highest level of support within the school in a timely manner. This model means that pupils do not need a psychological assessment, or a diagnosis of a disability, in order to access additional support in school. Under the model set out above the Department does not refund the costs of private assessments.