Mary Hanafin (Dún Laoghaire, Fianna Fail)

I thank Deputies Jan O'Sullivan and Mary O'Rourke for their good wishes on my election and re-appointment. I am very pleased to see both Deputies back, as it is always important to have people in the Chamber who have a genuine interest in and knowledge of education to be able to debate the issues of importance.

It is significant that two of the issues on the first Adjournment debate concern education. That shows the interest held by all sides of the House. The particular topic raised by the Deputies allows me the opportunity to clarify the Government's position on the education of children with autism and the role of applied behavioural analysis, ABA.

We are determined to ensure that all children get the support they need to reach their full potential. I am particularly conscious that the parents of children with special needs are under much pressure and give much dedicated time and commitment to their children. It is also true that the record of the State over decades in providing for children with special needs was very poor and that we are still playing catch-up. However, significant advances have been made in recent years, improving the lives of children with special needs and their families.

There are now in the region of 17,000 adults in our mainstream schools working solely with children with special needs, compared with just a fraction of that number a few years back. As well as providing for very significant increases in staff, we have also improved the procedures for accessing extra support with the establishment of the National Council for Special Education. Parents and teachers now have local special educational needs organisers on the ground to work with them and help them get the appropriate support for their children.

There are, of course, significant numbers of special schools throughout the country, which continue to play a very important role, and many of which will be developed as centres of excellence. They will support mainstream schools and their children. Over €820 million is being provided for special education in 2007, which is €180 million, or nearly 30%, more than was provided in the 2006 Estimates. Further improvements in services are on the way with the roll-out of the Education for Persons with Special Educational Needs Act 2004 and the implementation of other commitments in the new programme for Government.

With regard to specific provision for children with autism, the Government believes that as each child with autism is unique, such children should have access to a range of different approaches to meet their individual needs. Applied behavioural analysis, or ABA, is one of the methods used in special classes for children with autism. The issue of contention is whether ABA should be the only method used in some settings.

Advice received from international experts on autism, the National Educational Psychological Service and the inspectorate inform the Department of Education and Science's view that a range of approaches should be used, rather than just one. An analysis of research, including the report of the Irish task force on autism, also supports this approach, and autism societies in other countries also caution against relying on just one method. By enabling children in special classes to have access to a range of methods, including ABA, the Government is doing what we are advised is in the best interests of such children.

It should be noted that teachers in special schools were using ABA principles more than 25 years ago. ABA involves the systematic application, at any time during the child's day, of behavioural principles to modify behaviour. The effectiveness of behavioural interventions to improve the performance of children with autism and to ameliorate behavioural difficulties has been recognised for decades.

The use of ABA as part of the range of interventions is particularly useful for addressing behavioural issues. The Department of Education and Science therefore supports the use of ABA and training is provided for teachers in its use. However, the Department does not accept, based on research, advice and best practice, that it should be the only method used. Whereas ABA helps to improve behaviour, other methods, such as TEACCH and PECS, are just as important in developing children's communication and speech skills.

It is important that children have access to a range of methods so their broader needs can be met. Children in special classes have the benefit of fully-qualified teachers trained in educating and developing children generally and who have access to additional training in autism-specific approaches, including ABA. The level of such training available to teachers has improved dramatically in recent years and is a major priority for the Government. Children in special classes also have the option, where possible and appropriate, of full or partial integration into mainstream classes and of interaction with other pupils.

Approximately 200 autism-specific classes have now been approved around the country, while more are being set up all the time. There are a maximum of six children in each special class with a teacher and at least two special needs assistants. Extra assistants are provided where the children need them. An individual child can have his or her individual SNA if he or she needs one.

In regard to the programme for Government commitment raised by the Deputies, the position is that this relates only to the 12 pilot ABA centres that were established in the absence of this network of special classes in our schools.

The Government is committed to long-term funding for these 12 pilot centres, subject to agreement on standards that will enable the Department to support them as primary schools for children with autism. Areas in which standards need to be agreed include the professional qualifications of the staff and the educational programme available to the children.

I am pleased to advise the Deputies that, since the launch of the programme for Government, the officials from the Department of Education and Science met the advocacy group for the pilot centres concerned — I met the groups concerned many months prior to that — to progress the implementation of this commitment.

In terms of autism provision in other locations, we will continue to work to ensure that all children can have access to a broad programme, with provision for ABA as appropriate, in special classes. I hope this clarifies the position for the Deputies and I thank them again for raising the matter.

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