Matt Carthy (Cavan-Monaghan, Sinn Fein)
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411. To ask the Minister for Education and Skills further to Parliamentary Question No. 292 of 15 October 2024, when a person (details supplied) will receive an assessment for dyslexia; the reason the assigned psychologist has not meet with the parent to outline how the pupil can be supported, as indicated in the previous PQ response; and if she will make a statement on the matter. [2292/25]

Helen McEntee (Meath East, Fine Gael)
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I would like to thank Deputy Carthy for his question regarding my Department’s National Educational Psychological Service.

The National Educational Psychological Service (NEPS) works with schools using a problem-solving model to help schools identify need and interventions to support those needs. Under this 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 following evidence informed support and intervention, the school may prioritise the involvement of the NEPS psychologist to support the identification of need process.

The Continuum of Support is the framework developed by NEPS for schools to identify, plan and provide support for those students who experience difficulties with their learning. Students do not require a psychological assessment, or a diagnosis in order to access additional support at school.

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.

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.

I have made enquiries in relation to the pupil referred to and I understand that the pupil has been prioritised for referral to NEPS and the process will commence this term.