Mary Mitchell O'Connor (Dún Laoghaire, Fine Gael)
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Yesterday, The Irish Times printed an essay, I Wish, I Wish, I Wish, which a little nine-year-old girl called Rachel from Meath wrote about her brother, Matthew. She said she wished her brother could be healed of autism. April is autism awareness month and I am speaking in the House today to celebrate uniqueness while also raising awareness of the challenges faced by those with the condition. Little Rachel explained that when Matthew was two years of age he was diagnosed with autism, that autism has no cure and that some children with autism can talk, understand and communicate, although Matthew cannot.

The families facing the challenges that come with autism can and must be helped. It is unacceptable to have what is almost a two-year waiting list for the assessment and diagnosis of autistic children. One of my constituents contacted me recently in a distressed state because she was told that since the waiting list was so long she would be sent monthly e-mails about occupational therapy in the meantime. The sending of e-mails instead of therapy provision is simply not good enough.

The National Educational Welfare Board has stated that it is overstrained but so too are these families. Without early diagnosis parents cannot be assured that their child will be able to access appropriate resource hours or special needs support. This results in children being enrolled in schools for September without adequate support. Every parent should look forward to their child's first day in school, whether in preschool or primary school, but this is not the case for parents of children with autism.

With autism, early diagnosis is essential. Autism is a broad spectrum condition and deserves specific attention. This specific attention should start with a standardised approach to early intervention throughout the country. It is time that we considered the variety of teaching and learning methods being employed for children with autism. At the moment the level of intervention can vary from county to county. I support the wider adoption of applied behaviour analysis, ABA, and picture exchange communication system, PECS, treatments, which have proven to be beneficial for certain children with autism. Little Rachel, whose essay appeared in The Irish Times, specifically referred to PECS and how Matthew's teacher has managed to help him communicate through pictures. With improved and standardised early intervention and training we could provide these children with better opportunities in life and save the State money in the long run.

Last week, the Wall Street Journal featured an article on Patrick Brophy illustrating how autism can be turned into a positive. Patrick, who is from the Dún Laoghaire constituency, was hired by the software firm SAP not only because of his qualifications but also because of his autism. The company values people with autism because of their attention to detail and the different perspectives they can bring to work. I congratulate Patrick on his wonderful achievement; he has broken down barriers. Too often, parents can be made to feel that their child's condition is a burden that places a strain on the State. The Autism Bill 2012 prepared the ground for an autism strategy and was a welcome and positive development. I urge for the process to include widespread consultation, especially with the parents of children with autism.

Tom Hayes (Tipperary South, Fine Gael)
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I thank Deputy Mary Mitchell O'Connor for raising this issue as it gives me an opportunity to outline the current position on behalf of my colleague, the Minister for Education and Skills, Deputy Ruairí Quinn. I thank Deputy Mitchell O'Connor for a detailed outline of the problems relating to this important issue.

April has become synonymous with the raising of awareness of autism and provides an opportunity to consider the challenges faced by children with autism and their families. As Deputy Mitchell O'Connor stated, the month also facilitates a celebration of the uniqueness of children and adults with autism. The Deputy will be aware of the Government's commitment to ensuring that all children with special educational needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post-primary schools network. The Department of Education and Skills provides for a range of placement options and supports for schools which have enrolled pupils with autism to ensure that wherever a child is enrolled he or she will have access to an appropriate education. Children with autism may be enrolled in a mainstream school, attend all mainstream classes and receive additional teaching support through learning supports and resource teachers.

Some children with autism cannot be accommodated in mainstream education and they may be enrolled in special classes or schools where more intensive and supportive interventions are provided. The Department's position is that as each child with autism is unique he or she should have access to a range of different approaches to meet individual needs. As children differ significantly from one another and as their needs vary and change over time it is not possible to impose a method or approach that will work for all children with autism. Children with autism can enroll in an early intervention class from the age of three years. If they are assessed younger then home tuition can be provided from the age of two and a half. The pupil-teacher ratio for special classes for children with autism is 6:1 and each class has a minimum of two special needs assistants. Each year, children with autism can avail of an extended school year to include the month of July. This is commonly referred to as the July provision.

The Department of Education and Skills has put in place a training programme for teachers in autism-specific interventions, which are delivered through the special education support service. Training is provided in a range of interventions, including treatment and education of autistic and related communication-handicapped children, the picture exchange communication system and applied behaviour analysis. Last year, the Minister for Education and Skills called on the National Council for Special Education to prepare policy advice on the education of children with autism. The purpose was to identify the nature and extent of educational interventions, teaching practices and other supports which should be provided to enable children with autism to achieve educational outcomes appropriate to their needs and abilities. The NCSE has recently undertaken a comprehensive consultation process with parents, schools, professional service providers and other stakeholders. The Minister expects to receive this report in early 2015.

Mary Mitchell O'Connor (Dún Laoghaire, Fine Gael)
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I agree with much of what the Minister has said and I realise it sounds like Utopia, but actually this is not what is happening in practice. As a former school principal, I can assure the Minister of State that parents are upset when they even think their child has autism. They cannot get a diagnosis or early intervention. I recognise that if the child gets into a special education school or class, he or she will get PECS and ABA treatment. However, I assure the Minister of State that there are many children with autism enrolled in mainstream schools who are not getting such support.

Something that was not mentioned in the Minister of State's answer is speech therapy. It is important for children with autism or Down's syndrome. The Minister should consider having speech therapists working within the school setting. It happens in some special schools. Instead of working for health boards, therapists should be based in schools in order that principals can ensure children get speech therapy.

I wish to raise an issue that relates to the Ministers for Education and Skills and Finance, namely, autism assistance dogs. There is Revenue recognition for blind people with guide dogs, as the dogs are expensive to maintain and sensitive and have special diets. When I submitted a parliamentary question to Revenue, however, the response was that an autism assistance dog was a companion. I have seen at first hand that these dogs transform the lives of children with autism and their families. Revenue and the Minister for Education and Skills should work together to ensure these families get their due.

Tom Hayes (Tipperary South, Fine Gael)
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I do not have details on the guide dogs issue, but I will bring the Deputy's comments to the attention of the relevant Minister and ask that she be furnished with a report.

While education is not my Department, I know from working on the ground that there is a strong argument for speech therapists working within the school system. I will relate the Deputy's worthwhile suggestion to the Minister, Deputy Quinn, who will be receptive to it. The policy advice will be delivered in spring 2015 and will draw upon findings gathered from an extensive consultation process that has commenced. I urge everyone to make submissions to that process. The Deputy's experience as a former teacher should be fed into the report. The Minister would encourage all interested parties, including the Deputy, to contribute to the consultation process. He expects that the National Council for Special Education's final report will reflect the broadest possible range of views and, importantly, provide recommendations that will assist in the development of policies for years to come. We await that report, but I will relate the other two issues to the Minister.