Ms Teresa Griffin:

One of the reasons for changing the system for allocating resource teaching hours at post-primary level a couple of years ago was to try to address the delays in assessment at the transition from primary level. Historically, at primary level, children who had dyslexia or a mild or borderline general learning disability had the supports within the school. The children did not need assessments, which was causing a bottleneck in the transition from primary to post-primary. The Department changed the way of allocating services at post-primary level to mirror what was happening at primary level. That should address the bottleneck. There is still a requirement for an-up-to-date assessment of behaviour but it might not be necessary for a child with autism.