Dáil Éireann Debate, Wednesday - 8 June 2016
206. Deputy Carol Nolan asked the Minister for Education and Skills the waiting time for the assessment of children with special education needs by the National Educational Psychological Service; and if he will make a statement on the matter. [14569/16]
View answerThe Deputy may be aware that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA).
I can inform the Deputy that my Department, over the course of recent economic difficulties, has not only maintained psychologists staffing levels within NEPS, but has increased them by some 10% since late 2008, to 162 whole time equivalent psychologists currently employed. Vacancies currently existing within the current sanctioned limit of 173 w.t.e. psychologists are currently being pursued by my Department with the Public Appointments Service with a view to appointing suitably qualified personnel from the current recruitment panel formed for this purpose.
The Programme for a Partnership Government commits that we will invest additional resources in the National Educational Psychological Service to ensure earlier intervention and access for young children and teenagers and to offer immediate support to schools in cases of critical incidents. The Programme commits to bring the total number of NEPS psychologists to 238 from the current sanctioned limit of 173.
NEPS does not maintain waiting lists but, 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 maximize 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 if there are concerns in relation to the educational development of any student that these should be raised, in the first instance, with the Principal of the school he/she is attending, with a view to the Principal discussing the situation with the assigned NEPS psychologist.
