Éamon Ó Cuív (Galway West, Fianna Fail)
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217. To ask the Minister for Education and Skills the entitlement that students in primary school have in cases in which there is suspected dyslexia, to a professional assessment through the primary school system to ascertain if the students is dyslexic or not; the waiting times for such assessments; and if she will make a statement on the matter. [58562/22]

Éamon Ó Cuív (Galway West, Fianna Fail)
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220. To ask the Minister for Education and Skills if there is a limit to the number of pupils that can be referred by each primary school each year for a professional assessment and diagnosis for dyslexia; if so, the reason for same in view of the long-term implications for the students involved if they do not get an early diagnosis; and if she will make a statement on the matter. [58579/22]

Norma Foley (Kerry, Fianna Fail)
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I propose to take Questions Nos. 217 and 220 together.

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 National Council for Special Education (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 the 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. If the school has concerns that a pupil is not making reasonable progress, despite evidence informed support and intervention, the school may prioritise the involvement of the NEPS psychologist to support the identification of need process.

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 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.

NEPS understands dyslexia in the context the severity and persistence of an individual’s needs over time and their response to intervention. This approach aligns with the new Special Educational model in schools which focuses on the identification of need and the matching of specific interventions to that need. Specific interventions are therefore tailored, by the school, to the individual’s observed needs by the school, rather than being generic to a specific difficulty or disability.

NEPS have recently developed new guidance documents for primary and post-primary schools on Supporting Students with Literacy Difficulties/Dyslexia Using the Continuum of Support. These are designed to equip schools with knowledge of approaches and strategies required to support students who experience difficulties with literacy, using a response to intervention approach, in all school contexts: English medium schools; Gaeltacht schools; and Irish medium schools.

These resources contain information on evidence informed practice, and are intended as a guide to support schools in meeting the needs of students with literacy difficulties, including dyslexia, and will be accessible to all schools through the gov.ie website.

NEPS have also developed an assessment tool for post-primary schools called the Post-Primary Assessment and Diagnosis-English, that has been designed to support schools in the identification of literacy difficulties among first year students.

Training is currently being provided by NEPS nationally for all schools, at primary and post-primary levels, facilitated by local Educational Centres, on evidence informed approaches and strategies to support students with literacy difficulties including dyslexia, using the Continuum of Support approach.