Erin McGreehan (Louth, Fianna Fail)
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255. To ask the Minister for Education and Skills if it is a requirement that a child leaving primary school with a diagnosis requires another assessment of need to enter second level education. [4040/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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The Assessment of Need (AON) is a statutory process under the Disability Act (2005) whereby the Health Service Executive (HSE) reports on the health and education needs of a child/young person. The provision of Guidelines for the assessment of needs process is a matter for the Department of Children, Equality, Disability, Integration and Youth and the HSE.

It is Department policy, in accordance with the principles of inclusive education, that, to the greatest extent possible, students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.

Primary and post-primary schools make provision for students with special educational needs (SEN) through a continuum of interventions ranging from additional support teaching in mainstream schools through to more specialist placements either in a special class or a special school depending on the level of complexity of need. Schools are required to target their additional resources at those students requiring the greatest level of support. Children/young people do not require a psychological assessment or a diagnosis in order to access additional support at school.

Schools are provided with the resources, through the special education teacher allocation model, to assist them in meeting the needs of their students. It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified students, in accordance with the Department's guidance. Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on the Department’s website, at: www.gov.ie/en/publication/688f1-set-guidelines-and-supporting-documentation-to-aid-schools-in-supporting-childrenyoung-people-with-special-education-needs/

When allocating resources, schools consider the learning needs of students as evidenced by performance in school and by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored by the school to the individual’s needs, rather than being generic to a specific difficulty, disability, or condition. The teaching time afforded to each individual student is decided and managed by schools.

Enrolment in special education settings should be reviewed by schools, in consultation with parents, on an ongoing basis as outlined in the NCSE “. The Department is completing work on a new circular detailing revised guidelines for schools on the review of enrolment in a special class. It is intended that there will be amendments to the requirement for an updated report when transitioning to a post primary school, within this circular. It is hoped to publish the circular shortly.

Where a child wishes to move from one special education setting to another, the NCSE at local level are available to support this. If the Deputy wishes to share details of any child looking to do so, I would be happy to share those details with the NCSE and ask them to engage directly with the family and schools involved.