Written answers

Thursday, 7 November 2019

Department of Education and Skills

Disabilities Assessments

Photo of Bernard DurkanBernard Durkan (Kildare North, Fine Gael)
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82. To ask the Minister for Education and Skills when an assessment in respect of dyslexia will be arranged in the case of a person (details supplied); and if he will make a statement on the matter. [45957/19]

Photo of Joe McHughJoe McHugh (Donegal, Fine Gael)
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As the Deputy may be aware my Department’s National Educational Psychological Service (NEPS) 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).

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 if there are concerns in relation to the educational or social and emotional development of the student, the subject of the Deputy’s question, that these should be raised by his parents, in the first instance, with the Principal of the school he is attending, with a view to that Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.

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