Jonathan O'Brien (Cork North Central, Sinn Fein)
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800. To ask the Minister for Education and Skills her views on allowing principals or teachers to advocate for children to receive an assessment of needs, where appropriate, and with parental consent. [11755/15]

Jan O'Sullivan (Limerick City, Labour)
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I wish to advise the Deputy the position of my Department in relation to the Assessment of Need process under the Disability Act 2005, is set out in my Departments Circular 0020/2011.

This Circular notes that where a child under the age of 5 presents as having learning and or behavioural emotional or social difficulties in school, teachers should follow the approach to assessment and intervention outlined in the NEPS Continuum of Support Guidelines to address those needs in the first instance.

Applications for assessment of need under the Act should be made by the parent or guardian.

In cases where a child under the age of 5 years appears to have a disability as set out above, and has not been assessed under the Act, the principal may inform the parents of the assessment of need process. Information leaflets for parents are available from HSE Local Health Offices, in GP clinics and HSE local health centres. Information is also available on the HSE website.

Principals should be aware, however, that it is not appropriate for them to refer a child for assessment of need under the Disability Act as this process may only be initiated by a parent or guardian.

Jonathan O'Brien (Cork North Central, Sinn Fein)
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801. To ask the Minister for Education and Skills the way in which play therapy for children is currently facilitated in schools; and the way in which schools can access this, where appropriate. [11756/15]

Jan O'Sullivan (Limerick City, Labour)
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I wish to advise the Deputy that my Department allocates significant resources to ensure that pupils with special educational needs can participate fully in education. My Department's policy is to promote a child-centred approach to education of children with special educational needs. Children should have access to a range of different approaches to meet their individual needs. The approach towards each child's education should be based on the individual educational needs of the child and should have regard to the child's individual education plan and supporting professional reports, and requires the interaction of all school personnel involved in the provision of education to the child.

Teachers in some primary schools use play across the curriculum in junior and senior infant classrooms.

Resources for teachers have been made available by the National Council for Curriculum and Assessment (NCCA) in this regard, and give suggestions for planning and organising the classroom, showing examples of teaching and learning through play. These are available on the NCCA website, www.ncca.ie.

I wish to advise the Deputy, however, that the availability and provision of health-related therapy services, including play therapy supports, is the responsibility of the Health Service Executive (HSE).

Specific queries about the provision of play therapy supports and the way in which this can be accessed should therefore be directed to HSE, as the body which has responsibility for the provision of such services.

Jonathan O'Brien (Cork North Central, Sinn Fein)
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802. To ask the Minister for Education and Skills her views on the role of the National Council for Special Education in providing advice to schools, principals and boards of management on how to manage children with behavioural needs. [11757/15]

Jan O'Sullivan (Limerick City, Labour)
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I wish to advise the Deputy that the Board of Management of each school is responsible for the care and safety of all of the pupils in their school.

Schools may seek advice from their local National Educational Psychological Services (NEPS) psychologist, from their National Council for Special Education (NCSE) Special Educational Needs Organiser, or from the National Behavioural Support Services, as to how children with behavioural needs can best be supported in school.

Training is also available for schools in relation to the provision of support for children with special educational needs from the Special Education Support Services (SESS), who can, as part of their designated training modules, provide guidance for schools in relation to containment or management measures for difficult behaviour.

There are a number of published guidelines available to schools:

- The Department recently published new Guidelines for Schools on Supporting Students with Behavioural, Emotional, and Social difficulties, which are available on the Department's website www.education.ie

- The Child and Family Agency has also developed guidelines for schools on Codes of Behaviour. In developing a Code of Behaviour schools must specify the standards of behaviour that shall be observed by each student attending the school. All parents must be made aware of behaviour management strategies employed by a school.

- The National Educational Psychological Services document Behavioural Emotional and Social Difficulties - a Continuum of Support: Guidelines for Teachers also provides advice for teachers.