Simon Harris (Wicklow, Fine Gael) | Oireachtas source

I should have said in my opening comments that the first thing I am conscious of when attending a meeting of the Joint Committee on Autism is the breadth of the spectrum, which the Deputy reminded me of when he talked about students who transition from second level to third level, and we can all think of examples of this in our lives and communities. For autistic people, just like any of us, there is not an homogenous grouping, so the pathways, challenges and barriers can differ. This is not the case with every disability but with autism, there is a significant spectrum. I am conscious, therefore, that there are people, perhaps some of whom are listening to this meeting, who are doing very well in second or third level education. I am also conscious there will be people watching this meeting, and perhaps their parents and loved ones, who might, exactly as the Deputy suggested, feel as though they have to battle for everything, whether the place in primary or secondary school. Maybe, just maybe, things might be becoming better for their child in secondary school now. He or she might be in third, fifth or sixth year and the parents might be wondering what will happen when he or she leaves school. As I should have highlighted, that is where my focus is at the moment, namely, on the student who experiences that cliff edge. I know from my time in the Department of Health that, all too often, the conversation with the State is sometimes reduced at that stage to a conversation just about the health service. I am not suggesting the health service is not important, but it has to be a broader conversation we are having with those families. It cannot just be about the respite place or the daycare place, both of which are very important for many families, but it also has to be about what the young person wants to do, what makes him or her tick, what his or her motivation is and what he or she is passionate about.

That is where our PATH 4 programme kicks in, whereby we ask the colleges whether they can put in place specific programmes to help that student reach his or her full potential, and tell them we will give them money. The Deputy is correct that this has to happen quickly, and I am pleased to say it will. Phase 1, which I talked about, comprising the initial €3 million, is in place now, with 19 HEIs having told us what they want to do in terms of universal design. Those plans are, rightly, being put through the wringer of the National Disability Authority and the Higher Education Authority. Subject to them making sense and being approved from a policy point of view, they will get funding next month, so that is happening. Phase 2 will kick off next year and that is where the universities will start submitting their ideas for how they could put in place a programme, centre or service within their university for students with intellectual disabilities and autistic students.

On the all-island question, I am very pleased that everything that existed pre-Brexit continues to exist post Brexit in terms of education provision. I think we are united in that regard and much work has gone on to make that be the case.

I agree with the Deputy in regard to signposting. My Department has just concluded a review of career guidance structures, while the Minister of State with responsibility for special education, Deputy Madigan, and the Department of Education are examining specific guidance supports for students with a disability. There is much work that needs to be done in that regard, and while I do not wish to pre-empt the committee’s report, I would be surprised if that were not a focus. We in the Houses often argue about what should be available but is not, which is a valid argument, but sometimes things people do not know about is available, and we need to knit that together, so I agree with the Deputy in that respect.