Bertie Ahern (Dublin Central, Fianna Fail)

When parents choose to take a case against the State and the Department or agencies involved are satisfied that what is being provided is correct, the latter must defend the action, which is what has happened in a number of cases. Obviously, to answer Deputy Kenny directly, 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. While applied behavioural analysis is one such method used in special classes for children with autism, it is only one. In addition, the findings of the task force on autism, as well as international best practice, support the view that it is not the only option and that a range of approaches should be used, rather than only one. Autism societies in other countries also caution against relying on a single approach and the Government has followed this advice.

The number of special classes for children with autism has increased dramatically in recent years to the extent that, at present, there are more than 270 such classes nationwide. In the absence of the excessive network of special classes that obtained some years ago, 12 centres were approved for funding under the ABA programme. New ABA centres have not been approved in recent years because a network of special classes is now available. Consequently, it is not that the Minister is opposed to extending them but rather a range of special classes now exists.

The Government is committed to long-term funding for the existing 12 projects subject to agreement on certain standards, such as those pertaining to appropriate qualifications for the staff and to the type of educational programmes available to the children. Many ABA tutors have no formal teaching or other professional qualifications and discussions have commenced and are ongoing with Irish autism groups and a number of the pilot centres on this issue.

In addition, the National Council for Special Education, NCSE, is working extremely hard to encourage more schools to accept children with autism. It is experiencing considerable success, either in mainstream classes with resource teachers and special needs assistants, SNA, support, where appropriate, or in special classes if that is the child's parents' preference. Schools that agree to open special classes are allocated additional staff and equipment grants. Moreover, for a number of years, additional accommodation for such classes has been given priority in the building programme. A team of 80 special educational needs organisers has been put in place by the NCSE to help parents secure appropriate places for their children and children who are awaiting a place can also get home tuition paid for by the Department.

There has been under-provision in this area historically. Until perhaps eight years ago, few or no resources were being put into special education in this country, or at least the amount was very small. It takes time to bring the services up to an optimum level but we have been making great improvements and are continuing to put enormous resources into this area.

I have just touched on autism but, in respect of special educational needs generally, there are now thousands of staff working in the education system whereas there used to be only a handful. There are approximately 17,000 staff in our schools working solely with children with special needs compared to a few hundred a few years ago.

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