Tuesday, 18 June 2019
Department of Education and Skills
Special Educational Needs
214. To ask the Minister for Education and Skills the financial assistance available to fund assessments for children who have been identified as potentially requiring additional learning supports in view of the substantial cost of same for parents and the negative impact of delays in diagnosis and supports on the development of the child. [25498/19]
As the Deputy may be aware my Department in September 2017 introduced a new model to support pupils with special educational needs in our schools. The new model differs significantly from the old Resource Allocation Model, in that Special Education Teacher allocation is now frontloaded into schools to support children with special educational needs. Rather than having to make individual application to the NCSE for additional supports schools can now respond to individual needs in a flexible way and pupils do not have to have a psychological assessment, or a diagnosis of a disability, in order to access Special Education Teaching. This means that those with highest level of need can access the highest level of support within the school in a timely manner.
Educational Psychologists from my Department’s National Educational Psychological Service (NEPS) work with schools using a problem solving model to help schools identify need and interventions to support those needs. Under the new model, 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 wish to for advice. 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 is in line with international best practice and 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 assessment and have equality of access to support prioritised on their individual needs.
Therefore I can advise that parents should discuss concerns in relation to their child or young adult, in the first instance, with the Principal involved and request a review of his/her current Student Support Plan with a view to discussing his/her response to interventions in place and the appropriateness of involvement of the NEPs psychologist.
I hope this clarifies the issue for the Deputy.