Brian Lenihan Jnr (Dublin West, Fianna Fail)

I thank Deputy Bruton for raising this issue. It is an area in which I have taken a big interest as a Deputy and as a Minister of State. I agree this model deserves fair evaluation and consideration by the Minister. The one school in Kilbarrack was opened some years ago. The demand for this school is substantial. Like the Deputy I have the honour of representing the northside of the city and am well aware of the issues raised. The special facility operates the applied behavioural analysis method of teaching children with autism. I have met some of the groups involved and referred to by the Deputy. I understand the application is known as the ACORN proposal.

The Minister is most anxious that all children, including children with autistic spectrum disorders, receive an education appropriate to their needs. It is in recognition of this that the Department of Education and Science provides the following facilities for the education of children with autism: 159 special classes for children with autism, attached to special and mainstream schools; 15 pre-school classes; five special classes for children with Asperger's syndrome; and 12 stand alone facilities providing an ABA specific methodology.

Many of the children being proposed for the unit in question are in existing autism specific provision. The ABA method is one of a range of approaches to the education of children with autism. The approach is based on understanding a set of behaviours, breaking down the components of the tasks involved in learning and the application of consequences to either reduce-weaken or increase-strengthen a particular behaviour or set of behaviours.

Based on a detailed assessment of a child's current skills, numerous systematic instructional sequences are presented to the child. The child's response to each component of each task is closely monitored. Positive reinforcement is used. Progress is closely monitored through recording the child's reaction on each trial throughout the day. The results of each trial are recorded on detailed graphs and these form the basis of decisions as to when to move on to new tasks.

The past few years have seen the promotion of the ABA method in certain sectors as the most effective approach to the education of children with autism. Some parents believe the ABA method alone can effectively address their children's needs. Expert opinion varies on the success of the ABA approach. The view of the Department is that while the ABA method has a role to play, especially for younger children, it is not the only approach and is not necessarily appropriate for all children with autism. There is also concern that exclusive adherence to the ABA method to the exclusion of all other models is unduly one dimensional and not in the best interests of the overall long-term development of children.

The role of ABA was considered in detail by the task force on autism which concluded that ABA, in common with a range of other models, has a valuable contribution to make. The task force's view was that ABA and a range of other models should all be available within an eclectic approach where the precise model or models used and the extent of their use at any give time should be dictated by the professionally assessed and evolving needs of each individual child.

While the Department's preferred approach is to provide appropriate provision based on an eclectic model and delivered through the recognised primary and post-primary school network, it will continue, in conjunction with the National Council for Special Education, to consider applications which may be received for the establishment of further stand-alone facilities. The involvement of the NCSE also takes account of the role and responsibility of that organisation in identifying suitable educational placements for children with special needs. In examining all current and future applications for ABA specific units, the involvement of the NCSE, through its relevant special educational needs organisers, will enable the Department of Education and Science to consider the need for stand-alone units on a fully informed basis.

This participation will enable the Minister's officials to establish what provision, if any, is in place for the relevant children; where a child is not currently placed in any provision, to identify appropriate provision in that area, if it exists; to explore the potential of establishing new school-based provision; and at the end of this process to report back to the Department on the outcome of that process and provide an update on the position regarding each child.

The Department is considering a report from the National Council for Special Education on the application in question. Input has been requested from both the National Educational Psychological Service and the Department's inspectorate.

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