Trevor Sargent (Dublin North, Green Party)

I thank Senator Frances Fitzgerald for raising this matter. She notes correctly that, as a former school principal, I have a particular interest in autism and special education and have worked with many of the families, as she has. It sickens me to the pit of my stomach that people who face such considerable challenges must take on the onerous task of going to court.

The Minister for Education and Science, Deputy Mary Hanafin, regrets she cannot be in the Seanad today but has asked me, knowing of my personal interest in autism and special education, to read her reply on her behalf.

The Government recognises that parents of all children with special needs make great sacrifices and is determined to ensure all children get the support they need to reach their full potential. There is no doubt the record of the State over decades, in providing for children with special needs, was very poor and we are still playing catch up. Significant advances have been made in recent years, however, improving the lives of children with special needs and their families.

Approximately 17,000 adults work solely with children with special needs in mainstream schools. This compares with just a fraction of this number a few years ago. The procedures for accessing extra support have been improved with the establishment of the National Council for Special Education. Parents and teachers have local special educational needs organisers to work with them and help them obtain the appropriate support for their children.

A sum of €900 million will be invested in special education this year, which is an increase of 40%, or €260 million, on the 2006 figure. Further improvements in services are on the way with the roll-out of the Education for Persons with Special Educational Needs Act 2004 and the implementation of other commitments in the new programme for Government.

With regard to specific provision for children with autism, the Government believes that as each child with autism is unique, he or she should have access to a range of different approaches to meet his or her individual needs. This view is informed by advice received from international experts on autism, the National Educational Psychological Service, NEPS, 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, the Government is doing what it has been 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. The Department does not accept, however, 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 treatment and education of autistic and other communication-handicapped children, TEACCH, and picture exchange communication system, PECS, are just as important, particularly in developing children's communication and speech skills. It is important children have access to a range of methods so 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. 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, or SNAs. Extra assistants are provided where the children need them. A child can have his or her own SNA if required. Children in special classes have the benefit of fully qualified teachers who are trained in educating and developing children generally and who also 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 that 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 the 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 are seeking to be funded under the pilot scheme. However, now that a national network of special classes is available, new centres will not be brought into the pilot programme. We are determined to ensure that each child has access to the autism-specific education being made available to schools throughout the country.

It should be noted that the Department of Education and Science does not initiate legal cases. From time to time, there are references in the media to the Department "dragging" people through the courts. This is absolutely not the case and the Department does not take any decision to defend cases concerning children with special educational needs lightly. Every effort is made to resolve the issues without going to court and cases are generally only litigated where no potential settlement is acceptable to both sides and the Government's authority to decide issues of policy is at stake. It is the right of individuals to proceed with litigation if they so wish. In those circumstances, where the Department believes that the education provision available is appropriate, it must defend the case.

The number of cases taken against the State has shown a downward trend in recent times that is partly attributable to the substantial improvements made in services for children with special needs. There are 74 live cases involving children with special educational needs in which the Department of Education and Science is a named party, some 47 of which relate to children with autism.

The Government is committed to expanding the services for all children with special education needs, autism in particular, and I assure the House that this will be a priority for us in the months and years ahead.