From the outset of this COVID-19 pandemic NEPS has been proactive in supporting schools through the development of advice and supports in priority areas. On the ground, at local level NEPS psychologists have continued the delivery of a psychological service to schools. As schools reopened in September 2020 the focus of NEPS work in school was on consultation and individual casework/assessment using a blended approach, working both remotely, and in-school, depending on school protocols/plans and of the nature of need. The purpose of this focus was to support schools in relation to the wellbeing of students and to support the additional needs of individual students, including those transitioning to post-primary school.
My Department’s National Educational Psychological Service delivers a tiered, consultative model of service. Each school takes responsibility for initial assessment, educational planning and intervention for pupils with difficulties including those with developmental delay. Teachers consult with their NEPS psychologist for assistance 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 directly 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 support.
The responsibility for diagnosis of ASD falls outside of the remit of NEPS and is undertaken by the HSE.
I understand that NEPS has spoken directly with the Deputy’s office in regard to her concerns and will liaise directly in relation to her specific queries question.
