Denis Naughten (Roscommon-Galway, Independent) | Oireachtas source

I thank Senator Conway. I apologise for taking this on behalf of the Minister for Education and Skills who has provided me with this response.

Officials in the Department of Education and Skills were contacted in May by the organisation which promotes this movement therapy programme. At its core, the programme has the aim to promote learning readiness in children. On 19 June, officials met with the organisation and listened to a detailed presentation on therapy intervention. The specific intervention is known as the Institute for Neuro-Physiology Psychology, INPP, method. The theory behind the INPP method is the presence or absence of certain primitive reflexes or postural reactions are key stages in a child's development, and provide signposts of the maturity in the functioning of the central nervous system. Examples of primitive reflexes might include sucking and grasping, while postural reflexes might include head-righting reflexes or certain rolling reflexes. The theory suggests where there is a presence of an apparent reflex or postural reaction, which is not explained by an identified pathology, the reflexes and-or postural reactions can be associated with a variety of neurodevelopmental problems and specific learning difficulties. In simple terms, certain movement characteristics can signal certain neurodevelopment problems or learning difficulties.

The theory further suggests that, by addressing these issues through the exercise programme, neurodevelopmental programmes and specific learning difficulties can be improved. The INPP method uses the assessment of primitive reflexes and postural reactions in school-aged children and beyond to identify signs of immaturity and the functioning of the central nervous system. The reflex profile of an individual child is then used as a clinical tool to identify the earliest point in development from which a physical remedial programme should be started.

The method requires that physical movements based on movements normally made during infancy or the first year of life are prescribed and practised daily. When applied, progress is assessed at eight-week intervals using tests for primitive and postural reflexes, gross muscle coordination and balance, and ocular motor functioning. If the exercises are effective, the score on all physical tests should, in theory, decrease. There should be measurable improvement in the range of neurodevelopmental problems, including speech and language problems, where they arise.

In order to ensure there is a full understanding of the method, including any evidence of its effectiveness or merit, or potential application in schools, the National Educational Psychological Service was asked to consider the body of evidence provided by the presenting organisation along with any other research or studies on this intervention, and to report back to the Department when this consideration has been completed. Until such time that the review, or any further review which may be deemed necessary to establish the merit of the programme, is completed it would not be appropriate to consider its inclusion in any existing or new programmes, or for pre-service or in-service provision for teachers. The Department of Education and Skills is committed to considering any proposal for new or innovative evidence-based interventions. Officials will remain in contact with the organisation during the review and will inform it of the outcome as soon as it is available.