Seán Haughey (Dublin North Central, Fianna Fail)

The Government has worked hard to put in place a continuum of educational provision for all children with autism. This continuum has at its core a child-centred approach. The education provided for each child must be highly structured and individualised to meet that child's needs. Children with autism need to be taught how to learn which the rest of us take for granted.

The network of educational provision needs to be flexible enough to cater for all children who present, not only ones who may benefit from a particular approach. The system must also be robust enough to meet the needs of children who would benefit from being educated through one approach.

The educational provision now in place includes mainstream classes for the many children with autism who can thrive in such settings. These children may need additional support from a teacher or special needs assistant and if they do, the National Council for Special Education sanctions such posts.

Some children with autism need a greater level of support. These children have the option of enrolling in one of more than 275 special classes for children with autism where teachers can draw on a range of teaching methodologies and interventions. This does not mean that all teachers use all the approaches with every child. It means they must have more than one skill set that can be used, if necessary, to ensure each child reaches his or her potential.

Children grow, develop and progress in school. Their needs change over time. As this happens, teachers need to be able to draw on the range of approaches to tailor the child's individual education plan to meet the child's changing needs.

Other children with autism have complex needs and are better supported in special schools. Special autism-specific classes have been established in special schools throughout the country to meet the needs of these children, as Senators will be aware. The Minister, Deputy Mary Hanafin, sanctioned the opening of two such schools in Dublin and Limerick recently which will meet specifically the needs of children with autism. In the event that further special schools are needed to meet demand, these will also be sanctioned. I will be very pleased to see the centres in the pilot ABA scheme become special schools for children with autism and become part of the continuum of educational provision.

We have had a constructive debate on this issue. I thank Senators for their contributions on this emotive subject. Our educational policy is one of inclusion and of placing children in the least restrictive environment, commensurate with their abilities and needs. Our educational policy must be focused on the needs of every child, rather than on the needs of any one approach. Our intention is to continue to invest in and improve education for all children with special educational needs.