Ms Mary O'Kelly:

I might add something on the school inclusion model if that is okay. The Department of Education and the NCSE could answer this much better but a fundamental piece is their client in all this is the school and the school inclusion model. The service user or client is the child and the family for the clinicians. I agree with the Chairman that there should not be silos and separate streams. We need an integrated programme for children, if you like, be that across services within the HSE and interagency ones between the Departments of Education and Health. There is a universal level the school inclusion model looked at for building the capacity of teachers. That could fit so well within the NCSE. It has huge resources on CPD and education for our staff and for teachers. If you thought of a child, you would think of bundles of care, so it is absolutely about inclusion in school and education, self-care in the home environment and building the capacity to be able to participate in their local community and transition. Transitioning is huge for children. Let us think of the move from the junior phase in senior infants up into first class, from fifth to sixth class and then from sixth class to first year and doing that work. That is where bundles of care in the form of CDNTs providing transitional work come in. They assist with summer programmes for children to help them transition. Reaching into the school with those bundles provides a much more enhanced experience for the child. Does that make sense?