Ms Teresa Griffin:

We debated whether or not we should have a definition. We referenced the US diagnostic and standardisation manual and stated the main criteria included. We did consider it, but we were aiming for a much thinner volume. Initially we thought we would have 20 pages but we are up to more than 100. Things fell out and this was one issue.

With regard to the reporting requirement, we really did not want to add to the administrative burden for schools. We wanted to reduce the administrative burden and we were delighted with the feedback Mr. Mulkerrins got from the principals that we succeeded in this. We have suggested to the Department that the reporting requirement should be built on what is available at present. All schools issue reports to parents and perhaps we can develop an IT package whereby all this would be brought together and then reported on a whole school basis.

Quiet spaces were hugely controversial. We absolutely believe there needs to be quiet spaces and we emphasise in our report the need for them. As there are 4,000 schools we cannot state there is one way of doing it, but we know there are very successful models in schools, from having beanbags at the back of classrooms to ear protectors. Certainly it was a point very well made to us by one student. When we asked what she would like her school to do for her she said she really wanted a small cupboard to sit in. We must be very conscious of the fact we do not have quiet spaces just as a reward. There is a balance but we are very conscious of the need for this.

Senator Kelleher asked about progressing disability services and whether there are links between health and education. There very much are links between health and education on the ground, but it varies from place to place as to how successful they are. With regard to how soon a post-school model can be put in place, this is something for consideration by the multiagency working group we have suggested should be put in place.