James Geoghegan
Question:833. Deputy James Geoghegan asked the Minister for Children, Disability and Equality to examine correspondence (details supplied); and if she will make a statement on the matter. [3570/26]
View answerTuesday, 20 January 2026
Questions (833)
Written answers
The delivery of an effective and efficient Assessment of Need system along with the delivery of appropriate therapies is a priority for the Government. There has been intensive work by the Department and the HSE to address delays in the provision of Assessments of Need.
Under the Disability Act, an Assessment of Need is an assessment process carried out by the HSE where a person is of the opinion that he/she may have a disability, for anyone born after 1st June 2002. It first establishes whether the person has a disability (as defined within the Act). It then identifies the health and education needs of the person with a disability and the services required to meet those needs.
It is important to note that children do not require an Assessment of Need to access health services, including Primary Care, Children’s Disability Network Teams or Mental Health Services.
Analysis is underway to identify issues within the assessment of need system that are causing delays and larger system-wide factors as well. We are also bringing forward legislative changes in consultation with the Office of the Attorney General to support the effectiveness and efficiency of the AON process. The Department will also be undertaking a wider review of the Disability Act, beginning in early 2026. In line with the Programme for Government commitment, the review will be carried out in consultation with stakeholders.
The Department of Education and Youth is committed to an education-based, needs-led approach to accessing education services. Children and young people in the education system have never required an Assessment of Need (AON) in order to access education supports. Since 2017, children and young people in mainstream schools have not required a diagnosis to access supports from the 15,000 special education teachers in our school system.
The department has also removed the need for health-related information for special education teaching allocations, transitions between primary and post-primary special classes, assistive technology supports, and additional SNA requirements. A diagnosis is currently still required for access to a special school or class place.
Looking ahead, the Department of Education and Youth will develop a process for determining eligibility for specialist education settings that is education-based and needs-led. The department intends to work with all concerned to ensure a child-centred approach.