Richard Bruton (Dublin Bay North, Fine Gael) | Oireachtas source

I thank the Senator for raising this matter. It is an issue of particular concern to many Members of both Houses. We have made huge changes in this area in recent years. For example, since 2011, the number of resource teachers has increased by 41%, the number of special needs assistants has increased by 23% and the number of ASD units has increased by more than 100%.

As the Senator will note from the reply, the position regarding the provision of ASD units is that 18,000 students have been diagnosed on the autism spectrum and approximately 63% attend mainstream schools, 26% attend special classes in mainstream primary and post-primary schools, and 11% are in special schools.

The policy of the National Council for Special Education, NCSE, on enrolment is that, where possible, a child on the ASD spectrum should be accommodated in a mainstream setting with the appropriate supports. However, where it is demonstrated that students require the support of a special class, that should be because they are unable to learn effectively in a mainstream setting. That is identified by the NCSE as a need for a particular child. Currently, 26% of such students attend special classes. As I stated in the reply, the rate at which we have been expanding these is very rapid and we are responding to need as and when it arises. The number of special classes in 2011 was 549. That number has increased progressively to 1,153 this year and we will be adding 162 special classes for children on the ASD spectrum. I do not have the number but there is probably an additional figure for those outside the ASD spectrum. There will be another increase of 18% this coming year for children in that area.

To go from a figure of approximately 1,300 by next September and say that the need would be 4,000, which would be one for every school in the country, would be a very radical transformation and is not in accord with the NCSE's assessment of the need.It recognised that many students on the ASD spectrum did well in mainstream schools without the requirement for special classes. The NCSE sees that the approach being taken in meeting this demand on a needs basis and expanding the category in accordance with identified need is proceeding satisfactorily. In general, the council is satisfied that we are providing special classes to meet demand as it evolves. We will continue to respond to need on that basis.

When it comes to providing classes, we have to consider which schools are best placed and can provide the most effective facilities. Therefore, classes are not provided automatically in every school. The NCSE examines schools to match the profile of need with those that can offer the best delivery of ASD units. The approach to accommodate a larger proportion of children in ASD classes is continuing and there will be a significant increase next September. We are responding based on the assessed needs of each child and that is the right approach to take. In an ideal world, if we had plenty of capital and were not trying to address population pressures in other areas, we might consider building ahead of need, but the NCSE's view - it is the expert in this field - is that we need to examine the needs of children. Mainstreaming is the ideal, unless it does not work for the child and then we should opt for a setting that allows the child's progress to be ideally fulfilled. The approach adopted by the Department is, therefore, correct. In 2015 the NCSE provided my Department with policy advice on supporting students with ASD in schools. The advice set out a range of recommendations for future provision in the area, including recommendations on teacher education and qualifications, appropriate special class provision and so on. That is the policy backdrop against which we are implementing on the capital side.