Helen McEntee (Meath East, Fine Gael)
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I propose to take Questions Nos. 208 to 210, inclusive, together.

I would like to thank Deputy Daly for his question regarding the provision of supports for children with specific learning disabilities my Department’s National Educational Psychological Service (NEPS).

Through NEPS, all schools have access to:

• a NEPS psychologist for general support and advice
• support from a NEPS psychologist in the event of a Critical Incident
• National and Regional Support and Development service for school staff, which is advertised through the Education Support Centres of Ireland and covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour
• access to either a NEPS psychologist or a SCPA psychologist for individual pupil casework where a priority need is established. SCPA – the Scheme for Commissioning Psychological Assessments - is operated through the use of a panel of psychologists who must meet qualification criteria set by the Department. It is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.

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 Special Educational model in schools which focuses on the identification of need and the matching of specific interventions to meet that need. Specific interventions are therefore tailored, by the school, to an individual’s observed needs, rather than being generic to a specific difficulty or disability.

With regard to dyslexia in particular, NEPS has developed a guidance document, Supporting Students with Literacy Difficulties Using the Continuum of Support, with specific versions for primary and post primary schools, available at the following link:

www.gov.ie/en/department-of-education/collections/national-educational-psychological-service-neps-guidelines-tips-and-handouts-for-parents-and-teachers

This has been designed to equip schools with strategies and 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 using a response to intervention approach, in all school contexts: English medium schools; Gaeltacht schools; and Irish medium schools.

In addition to online resources, training is 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.

As a school based service, requests for NEPS involvement must be made by the school principal or other designated staff member. I have made enquiries with the local NEPS office in relation to the details supplied by the Deputy and at present the school has not requested NEPS involvement for the child in question. Where a parent has a concerns regarding their child’s progress, they should, in the first instance, discuss with the school principal or the child's teacher.