Róisín Shortall (Dublin North West, Social Democrats)
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29. To ask the Minister for Education and Skills his views on the adequacy of the current provision of autism spectrum disorder, ASD, places at both primary and secondary level; the steps he is taking to ensure provision is adequate to meet demand; and if he will make a statement on the matter. [25048/17]

Róisín Shortall (Dublin North West, Social Democrats)
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Is the provision of special classes for those with ASD adequate in view of the fact that there are 889 ASD special classes, 525 of which are at primary level, but only 237 at post primary? I would be interested in the Minister's views on the adequacy of that provision at secondary level in particular.

Richard Bruton (Dublin Bay North, Fine Gael)
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I thank the Deputy for raising this matter, which is of concern to many Members.

Almost 18,000 students in schools have been diagnosed with autism. My Department invests over €300 million annually in providing additional resources specifically to support students with autism in schools, enabling: 63% of students to attend mainstream schools; 26% to attend special classes in mainstream primary; and post-primary schools and 11% to attend special schools.

Enrolment in an ASD special class is only considered where it has been demonstrated that a student requires the support of a special class because he or she is unable to learn effectively in a mainstream class for most or all of the school day, even with appropriate supports.

Students enrolling in ASD special classes must have a report from a relevant professional or team of professionals, including, for example, a psychologist, a speech and language therapist or a psychiatrist, stating that the child has autism and has significant learning needs that require the support of a special class setting. The report should also set out the reasons this is the case.

The National Council for Special Education, NCSE, is responsible for establishing special classes to meet the needs of this cohort of students.

The NCSE has informed my Department that, in general, it is satisfied that there are sufficient ASD special class placements to meet demand.

Since 2012 the NCSE has increased the number of ASD special classes by more than 100% from 413 in 2012 to 888 currently.

The NCSE has informed my Department that it intends to establish an additional 162 ASD special classes for the 2017-18 school year which will bring the total number available across the country to 1,050.

Róisín Shortall (Dublin North West, Social Democrats)
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I am not sure the Minister replied to the question I asked. I acknowledge that there has been a significant increase in the number of ASD special classes since 2011 but the ratio of primary to secondary has remained fairly constant. We know that when children transfer from primary to secondary school it can be quite a traumatic time as it is a difficult transition for many students to make. In the case of students on the autism spectrum, it is all the harder for them, and if students are moving from a special class in primary school to a mainstream class in secondary school it is hugely challenging. They are moving from a situation where there is a 6:1 ratio at primary level to perhaps 20:1 or greater than that at secondary level. There is a real mismatch between primary and secondary and for that reason will the Minister insist on the provision of additional classes at secondary level so that students can make that transition?

Richard Bruton (Dublin Bay North, Fine Gael)
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The NCSE is the body that advises me. I do not make the decision as to whether a special class is needed. The figures show that the number of ASD units is growing more rapidly at second level than at primary level, albeit as the Deputy said that there are more units at primary level at present. There will be 281 units this coming September at second level. It is the NCSE that advises on the issue. I am told by it that in general it is satisfied that there are sufficient ASD special class placements to meet demand. As the Deputy is aware the NCSE has published a review of policy in relation to autism generally and it has drawn attention to practice at second level, which needs to be followed. It is the advice of the NCSE that informs the choices that are made each year as to where and when ASD units are opened.

Róisín Shortall (Dublin North West, Social Democrats)
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It just does not add up. On the one hand the Minister is saying there is sufficient provision but on the other hand he is saying there will be an 18% increase next year. Either there is sufficient provision or there is not. It is quite clear that there is not at the moment. While SENOs make recommendations, unfortunately, second level schools are not required to open ASD special classes. It is a voluntary arrangement. The Minister must tackle that problem because, for example, in Cork in the past two years every single secondary school was asked if it would consider opening an ASD special class and all bar one refused to do that. There a need to have some kind of system in place that requires second level schools to open special classes. It cannot be left as a voluntary arrangement because it is clear that students are then left with a situation where the provision is not adequate. Will the Minister consider taking a new approach to the issue?

Richard Bruton (Dublin Bay North, Fine Gael)
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It is very important to say the NCSE has been given the authority, because it is composed of the experts in this field, to decide what is best practice for pupils involved. It reports that there is a good and improving range of placement options, including appropriate settings both at preschool, primary and second level. The NCSE is looking at the need to evolve each year. As the Deputy correctly said, it has recommended this year that 169 additional special classes would be provided. Relatively speaking, one is seeing stability in the mainstream in that approximately 63% remain in mainstream classes but more children are being accommodated in special classes, which in previous times might have been in special schools. The NCSE is seeing the evolution of a changed education environment and that is to be welcomed but it is for it to advise me not for me to decide that the solution is one thing or another. The NCSE has the experts in the field.

Deputy Shortall raised another issue as to whether the Dáil should consider giving the NCSE additional legislative authority. I am certainly open to considering that and it is an issue other Deputies have raised in the House, but that will have to be discussed at committee because there are issues around compulsion and the model has been based on working with schools. Sometimes schools say they do not have the infrastructure or this or that and the NCSE works with them to resolve those issues. We need to thrash that out at committee and I am happy to do so.