Dáil Éireann Debate, Thursday - 17 September 2020
112. Deputy Patrick Costello asked the Minister for Education the number of NEPS assessments deferred in 2020 in view of restrictions due to Covid-19; and the alternative arrangements put in place to fulfil same. [24453/20]
Amharc ar fhreagraAt the outset, I would like to set out the model of assessment in place to ensure children receive the supports needed. In 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for additional resources. This reduces the administrative burden on schools as schools no longer complete an application process annually to apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for an assessment or diagnosis from external professionals.
The National Educational Psychological Service (NEPS) of my Department delivers a tiered, consultative model of service. Schools are supported to put in place a continuum of support which encompasses, universal best practices for all, early and targeted intervention for some pupils at risk and more intensive and individualised supports for pupils with more complex and enduring needs. NEPS supports schools at a system level in relation to best practices at each level and provides an individual casework response for those with the greatest needs. In this model the school takes responsibility for initial identification, assessment, educational planning and intervention for pupils with emerging difficulties including those with developmental delay. Where, following initial school based intervention, difficulties persist or a pupil is not making the expected progress, they may request the involvement of a NEPS psychologist to assist with further assessment and intervention planning and monitoring for the pupil. This system allows psychologists to build capacity at school community level while giving early attention to the most complex cases. This model aims to help many more children indirectly than could be seen individually.
From the outset of this pandemic my Department has been proactive in supporting schools through the development of advice and guidance to support the wellbeing of school communities. On the ground at local level NEPS has continued to remotely deliver a psychological service to schools which has included to the extent possible continuance of support and advice in relation to concerns regarding individual pupils. As schools reopen NEPS psychologists will continue to work directly with schools at local level to identify and respond to priority needs including individual casework. In Phase 1 (first half term) of the return to school NEPS is providing a service to all schools with a focus on wellbeing. NEPS psychologists are connecting with each school, listening to their needs and engaging in initial planning with schools on how best to respond. It is important that children and young people are supported to experience a successful transition back to school, recognising that transition is a process over time rather than a once-off event. In order to support needs an additional 17 NEPS psychologists are being appointed and will be deployed nationally.
