Michael Healy-Rae (Kerry, Independent)
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284. To ask the Minister for Education and Skills further to Parliamentary Question No. 88 of 7 March 2019, if a child (details supplied) is on a waiting list to be assessed for an exemption; the timeframe to be assessed; and if he will make a statement on the matter. [12736/19]

Joe McHugh (Donegal, Fine Gael)
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As the Deputy may be aware my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).

NEPS does not maintain waiting lists but, 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 oriented consultative approach to maximise 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 would advise therefore that if the parents of the child, to whom the Deputy refers in his question, have concerns about the child’s educational development they should raise them, in the first instance, with the principal of the school involved with a view to him/her raising the matter with their local NEPS service or assigned psychologist for advice, or if appropriate, direct intervention.

I hope this clarifies the issue for the Deputy.