Mr. Jim Lennon:

The equivalent of SNAs in Northern Ireland is classroom assistants. I will come back to the whole-school modelvis-à-visthe inclusion model. There can be significant similarities there. I looked initially at the pilot and we have talked to some officials in the Department. I think that is one way to go. A neurodiverse approach to children and young people with autism and the autism community requires an inclusion model. When you make a statement like that, it has a significant impact because you have to ensure the school has the capacity to be inclusive and have an inclusive environment. That is a mixture of a series of things, such as skills and competencies, changes in behaviour or it may be changes in routine. As the Chair said, if the child is put at the centre, then the service delivery model and path automatically start to facilitate that. I hate the term "cultural", but it is perhaps cultural as well. The way we have done things, trained teachers and looked at it as we teach "normal" children; there are all sorts of things floating about in the ether which, once one starts digging into, make it a more significant statement than it appears. That is what we have discovered with the whole-school model. It requires a significant change in approach in planning the service delivery in schools. There are school development plans in the North; I am sure there are similar down here. This is what the school must achieve to meet departmental standards. That is where you begin to see the impact.