Helen McEntee (Meath East, Fine Gael) | Oireachtas source

I will answer to the best of my ability. Where I cannot answer today, I will certainly respond later to the Senator. We all work with parents and try to provide the best care while ensuring that all students are given access to the supports they need and that are relevant and appropriate for them in any type of school. It is important to note that the Government is committed to that, as is everyone in this House and in the Dáil. I thank the Senator for raising this issue, and in particular the challenges faced by children with autism in getting an education.

The Joint Oireachtas Committee on Education and Skills will publish its report later on the use of reduced timetables by schools and its impact on children with special educational needs. The Minister for Education and Skills and his officials will consider the views of the committee over coming weeks. I am sure they will revert to the Senator Mullen and to every other Member. Enabling children with special educational needs, including autism, to receive an education is a priority for the Government. This year we will invest €1.8 billion in providing supports for children with special educational needs, including additional teachers and special needs assistants, SNAs. It also includes an allocation of more than €300 million towards providing additional resources specifically to support students with autism in schools.

The greater proportion of children with autism attend mainstream classes, but some may find it difficult to manage full-time placement in mainstream and, therefore, placement in a special class or special school setting is deemed more appropriate. Enrolment of a child in a special class or special school placement is based on a professional assessment in consultation with the National Council for Special Education, NCSE. The NCSE is responsible for planning, co-ordinating and advising on education provision for children with special educational needs. It is planning to ensure that every child has a school placement appropriate to his or her needs for the 2019-20 school year and is working closely with the Department of Education and Skills in this regard.

I will outline some facts associated with this issue. Since 2011, the number of special classes has increased significantly from 548 in 2011 to 1,459 across the country now. That is almost a threefold increase of which almost 1,200 are autism spectrum disorder, ASD, special classes. In addition, there are 124 special schools, of which 20 cater exclusively for children with autism. The NCSE team of special education needs organisers, SENOs, are locally based and are available to support families of children with special needs.

The National Educational Psychological Service, NEPS, supports children with ASD, including those who may also present with anxiety. This may involve in-depth consultation, an assessment or building schools' capacity to better understand triggers, interventions, solutions and strategies in response to the presenting needs. The Department and the NCSE provide a range of supports, including professional development, advice and guidance for schools and teachers teaching children with special needs. Schools are required to have policies in place to support students who experience difficulties that impact on their ability to fully participate in school life. As we all know, intervention at an early stage is key.

Reduced timetables should not be used as a behavioural management technique, or as any kind of a de facto suspension or expulsion. There are legal provisions relating to the exclusion and expulsion of students and these are the responsibility of Tusla. Notwithstanding that, the Department of Education and Skills is aware that reduced timetables are being used in circumstances where that may not be considered the most appropriate means of dealing with a behavioural issue. The Department is working with the Department of Children and Youth Affairs and Tusla on the development of guidelines for schools on this issue.

I have spoken to the Minister in regard to this issue previously. He is anxious that every child’s entitlement to an education be vindicated. This means that children are supported to ensure maximum attendance and participation. I am satisfied that the necessary legislative framework and structures across both Departments and their agencies are in place to deliver on this important objective.