Dáil Éireann Debate, Tuesday - 10 October 2017
127. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of children waiting for an educational assessment in primary and secondary schools, by county; and if he will make a statement on the matter. [42824/17]
Amharc ar fhreagraI can inform the Deputy that my Department's National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments, SCPA. Every child therefore has access to educational psychological assessment services either through the NEPS or SCPA psychologist.
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 or she is attending, with a view to the principal discussing the situation with the assigned NEPS psychologist or local NEPS office.
