Pat Carey (Dublin North West, Fianna Fail)

I am taking this matter on behalf of the Minister for Education and Science, Deputy Mary Hanafin. I thank the Deputy for raising this matter as it provides me with the opportunity to clarify the current situation on Achieve ABA.

The home tuition scheme was established to provide funding to parents for the education at home of children who, for a number of reasons such as chronic illness, are unable to attend school. The scheme was extended in recent years to facilitate tuition for children awaiting a suitable educational placement.

While the Department does not fund Achieve ABA directly, parents have been using the funding provided through the home tuition scheme to give this tuition in a group setting at the centre. Home tuition funding cannot be provided indefinitely in respect of children who have school placements available to them. A suitable school place is available for each of the children attending this centre. Officials in the Department of Education and Science have written to the parents of the children attending the centre in question regarding the home tuition scheme. The Government is committed to ensuring all children can have access to an education appropriate to their needs and abilities.

The Government believes that as each child with autism is unique, each child should have access to a range of different approaches to meet individual needs. This view is informed by advice received from international experts on autism, the National Educational Psychological Service and the inspectorate. An analysis of research, including the report of the Irish task force on autism, also supports this approach while 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, we are doing what we are advised is in the best interests of such children.

The Department of Education and Science has supported the use of ABA for many years 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. While ABA can address certain needs, in particular behaviour other methods such as TEACCH and PECS are just as important, especially in developing children's communication and speech skills. It is important that children have access to a range of methods so that their broader needs can be met.

Hundreds of children with autism are integrated into mainstream schools and hundreds more are in autism-specific classes. More than 275 autism-specific classes have been approved throughout the country while more are being set up all the time. A testament to the scale of progress being made in this area is the fact that the number of such classes has increased by more than 40% in the past year alone. 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. A child can have his or her own SNA if needed. Children in special classes have the benefit of fully qualified teachers who are 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.

The Department of Education and Science and the National Council for Special Education have been working hard to ensure all children with autism have access to a range of approaches in special classes. A number of years ago, before this extensive network was in place, some centres were approved for funding under an ABA pilot programme. The Government is committed to long-term funding for these pilots subject to agreement on certain standards, such as appropriate qualifications for staff and the type of educational programme available to the children. Discussions have taken place with Irish Autism Action with a view to advancing this commitment as soon as possible.

Other centres, including the one to which the Deputy refers, are seeking funding under the pilot scheme. Now that a national network of special classes is available, however, new centres will not be brought into the pilot programme. We are determined instead to ensure each child has access to the autism-specific education being made available to schools throughout the country. Appropriate placements are available in local schools for the children attending the centre in question. I hope this clarifies the position for the Deputy and I thank him once again for raising the matter.

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