838. Deputy Rose Conway-Walsh asked the Minister for Children, Disability and Equality whether her Department has conducted any impact assessment on the way in which the revised assessment of need model may affect the identification of children whose needs are masked by high cognitive ability or compensatory functioning; the safeguards that are in place to prevent under-identification of such children, particularly in light of evidence that twice-exceptional children are already under-recognised within Irish education and disability services; if access to cognitive or psychological assessment remains available where there is evidence of significant intra-individual discrepancy, asynchronous development, or unexplained underachievement; whether consideration has been given to the potential for increased reliance on private assessments arising from any restriction in public access to cognitive assessment; and the implications this may have for equity of access; and if she will make a statement on the matter. [22480/26]

Summary

838. Deputy Rose Conway-Walsh asked the Minister for Children, Disability and Equality whether her Department has conducted any impact assessment on the way in which the revised assessment of need model may affect the identification of children whose needs are masked by high cognitive ability or compensatory functioning; the safeguards that are in place to prevent under-identification of such children, particularly in light of evidence that twice-exceptional children are already under-recognised within Irish education and disability services; if access to cognitive or psychological assessment remains available where there is evidence of significant intra-individual discrepancy, asynchronous development, or unexplained underachievement; whether consideration has been given to the potential for increased reliance on private assessments arising from any restriction in public access to cognitive assessment; and the implications this may have for equity of access; and if she will make a statement on the matter. [22480/26]

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