1112. Deputy Robert Troy asked the Minister for Education and Youth if she will ensure a NEPS assessment for a child (details supplied) is carried out. [59905/26]

I would like to take this opportunity to outline the work of my Department in this area more broadly and the role of NEPS. All schools have access to:

• General support and advice from an educational psychologist in NEPS, either through the school’s assigned psychologist or through the NEPS Advisory Support Service.

• Support from an educational psychologist in NEPS in the event of a Critical Incident.

• National and Regional Support and Development service for school staff.

• Access for individual casework where a priority need is established to either an educational psychologist in NEPS or a private educational psychologist on the Scheme for Commissioning Psychological Assessments (SCPA) panel.

NEPS does not operate waiting lists. In common with other psychological services and best international practice, NEPS operates on a consultative model of service with assessments only one aspect of the NEPS service.

NEPS encourages schools to support children and young people using the Continuum of Support, whereby school staff use a problem-solving approach, including school screening (assessment) and evidence-based intervention, for children and young people experiencing difficulties in the school context. The response to intervention is monitored and recorded in the Student Support File. The teachers, parents and child are involved in this process. Under this model, a diagnosis is not required for a child or young person to access supports that can be implemented at school level in mainstream classes, such as special education teaching support and SNA support.

If a school has concerns that a child or young person is not making reasonable progress following evidence informed support and intervention, the school may prioritise the involvement of NEPS to support the identification of need process.

NEPS has developed a guidance document to support schools in implementing a needs-based approach to support children who experience difficulties with literacy, including those with dyslexia titled Supporting Students with Literacy Difficulties Using the Continuum of Support. Specific versions for primary and post primary schools are 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-teacher.

Training is also being provided by NEPS nationally for all schools (facilitated by local Educational Centres/ESCI), on Supporting Pupils with Literacy Difficulties, using the Continuum of Support.

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 concern regarding their child’s progress, they should, in the first instance, discuss with the school principal or the child's teacher. As a school-based service, requests for NEPS involvement must be made by the school principal or other designated staff member.