Jack Wall (Kildare South, Labour)
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241. To ask the Minister for Education and Skills her views on correspondence (details supplied) regarding financial assistance; and if she will make a statement on the matter. [9790/15]

Jan O'Sullivan (Limerick City, Labour)
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Further to my response to question no. 2756/15 of 20th January 2015 the Deputy will be aware that, in common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution focused consultative approach to maximize positive outcomes for these pupils. 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. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.

I have made enquiries into this case, the subject of the Deputies question, and am informed that school authorities have made no approach to the assigned NEPS psychologist in respect of this pupil but are currently reviewing his educational needs. The NEPS psychologist is aware of this situation and is available to advise and assist the school as appropriate. I would advise that pupil's parents continue their dialogue with the schools authorities in this matter.