Mr. Brendan Doody:

One of the key principles that underpins the special education teacher model is that the students with the greatest level of need should get the greatest level of support. Determining which student requires the greatest level of support in the school lies with the school. That removes the need for a diagnosis.

If, for example, there are students in the school with exceptionally high ability who require additional supports to ensure they meet their cognitive abilities and so on, they should be supported to avail of whatever support can be provided by the special education teacher. It could also involve project work or a range of other types of work that could be provided for the student. That the student has an exceptionally high ability should not preclude him or her from accessing support at the level of the individual school.