Seán Ó Fearghaíl (Kildare South, Fianna Fail)
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I am happy the Minister of State, Deputy McGinley, is in the House.

Dinny McGinley (Donegal South West, Fine Gael)
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Arís.

Seán Ó Fearghaíl (Kildare South, Fianna Fail)
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I reserve the right to return to this issue at some stage in the future when the Minister for Education and Skills can be present.

I must declare a personal interest in this issue on the provision of autism spectrum disorders units and special education units in post-primary schools throughout the country because I am the chairman of the board of management of a particular school which has been the subject of section 29 appeals in recent times. My experience is based on this and my constituency work through which, like the Minister of State, I see the variety of challenges which arise for parents of children with special educational needs as they seek placements at primary and post-primary level for their children.

Great progress has been made, particularly since the Sinnott case in 2000, in terms of provision at primary level. It would appear we are very slow to get around to making the necessary provision at post-primary level. Recently, I tabled a parliamentary question to the Minister for Education and Skills asking what strategic plan the Department has for the provision of second level places. I must say I was alarmed at the response because it indicated a complete lack of a strategic plan and a rather ad hocapproach to the provision, operating on the basis of responding to demand which might exist or arise from particular schools.

While many schools do superb work in making provision for children with special educational needs, it is also a reality that many schools will adopt the approach of letting this chalice pass from them and letting somebody else make the provision.

I was appalled to find that the NCSE, and through it the Department of Education and Skills, are not at all proactive in identifying schools in areas where such provision should be provided. I was appalled to discover the reality that special educational needs organisers often direct students to areas outside their catchment areas where provision has been made and is available. In the years ahead, the inevitable consequence of that will be that students will pass each other on the road as they travel away from their local communities, their siblings and the students they attended primary school with to access education.

This is neither practical nor sustainable. It is not good from an environmental point of view. It is certainly not good in terms of the educational well-being and the overall well-being of our students. The NCSE needs to be proactive in encouraging post-primary schools in significant centres of population to provide ASD units and other special education units. It needs to look at the areas where primary level provision has been made and ensure natural progression from primary level to post-primary level can be made. It should cease the simple ad hocapproach of directing students well out of their catchment areas to areas where availability may exist in the short term, but where the best interests of those students will not ultimately be served.

Dinny McGinley (Donegal South West, Fine Gael)
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I am responding to this Topical Issue on behalf of my colleague, the Minister for Education and Skills, Deputy Quinn. I thank Deputy Ó Fearghaíl for raising this issue and thereby giving me an opportunity to clarify the position in respect of this matter. As he will be aware, this Government is committed to ensuring all children with special educational needs, including those with autism, can access an education appropriate to their needs, preferably in school settings through the primary and post-primary school network. Such placements facilitate access to individualised education programmes, which may draw from a range of appropriate educational interventions delivered by fully qualified professional teachers with the support of special needs assistants and the appropriate school curriculum.

The Deputy will be aware that the National Council for Special Education, NCSE, is responsible through its network of local special educational needs organisers for allocating resource teachers and special needs assistants to schools to support students with special educational needs, including autism. It is the role of the NCSE to make appropriate arrangements to establish special classes in schools in communities where the need for such classes has been identified. It is also required to consider and manage applications from schools to establish special classes for students with autism, including the establishment of special classes in various geographical areas as required. Special classes in mainstream schools are intended for children who, by virtue of their level of special educational need, cannot reasonably be educated in a mainstream class setting but can still attend their local school in a special class with a lower pupil teacher ratio and special needs assistant support.

At the end of 2013, the total number of special classes for children with special educational needs, including autism, in mainstream schools was 516, of which 171 were in post-primary schools. The NCSE has advised the Department that it is planning, through its local network of special educational needs organisers, to establish a number of new special classes for the coming school year. Special educational needs organisers have been working with local schools on a national basis over the past number of months to plan and establish special classes for children with special educational needs who require such placements for 2014-15. This work is ongoing in some counties. Special educational needs organisers continue to liaise and work with schools to meet the demand for such placements at local level.

Seán Ó Fearghaíl (Kildare South, Fianna Fail)
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The Minister of State's response is an indication of the level of difficulty we have. He said that the NCSE "is responsible through its network of local special educational needs organisers" for processing applications from primary and post-primary schools for special educational supports, "including the establishment of special classes". In other words, it would appear that the NCSE is responding to demand from schools. There is a significant difference between the demand from a school establishment and the demand that arises because a number of children in a particular area require a service.

The Minister of State went on to say that "special educational needs organisers have been working with local schools on a national basis over the past number of months to plan and establish special classes for children with special educational needs who require such placements for 2014-15". The reality is that if a post-primary school requires space within which to accommodate such classes in the 2014-15 year, it was far too late to start the planning process "over the past number of months". What were the special educational needs organisers doing over the last number of years, when this real demand was growing and could have been quantified?

The Minister of State also said that planning work "is ongoing in some counties" and that "special educational needs organisers continue to liaise and work with schools". If it happening in "some counties", that means it is not happening in other counties. One of the most significant complaints made by parents of children with special educational needs relates to the absolute inconsistency of provision. One's provision depends on where one lives in the country. If one is in County Donegal one might get a service, but if one is in County Leitrim one might not. If one is in County Kildare one might get a service, but if one is in County Laois one might not. Those sorts of circumstances are not good enough in this day and age. I know the Minister of State would not be satisfied with that type of approach.

Dinny McGinley (Donegal South West, Fine Gael)
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Last year, the Minister, Deputy Quinn, asked the NCSE to prepare policy advice on the education of children with autism. The purpose of this ongoing process is 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 policy advice, which will be delivered in the spring of 2015, will draw upon findings gathered from an extensive consultation process with parents, schools, professional service providers and other stakeholders. This process has already commenced. The advice will also draw upon new research commissioned by the NCSE for this purpose, as well as any other research which will be available and which the NCSE considers meritorious of consideration.

I would encourage all interested parties to contribute to the consultation process that is taking place as part of the preparation of the policy advice. The Minister, Deputy Quinn, expects that the NCSE's final report will reflect the broadest possible range of views and provide recommendations which will assist the development of policy for future years. As a former teacher, I understand the concerns that can be generated among parents and communities when services are not readily available. It was made clear in my initial reply that the Minister is acutely aware of the situation. Steps are afoot to have a comprehensive picture presented early in 2015. We will see what will happen after that.