Diarmuid Wilson (Fianna Fail)
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The next Commencement matter is in the name of Senator Noone and I understand the Minister of State, Deputy Corcoran Kennedy, will take it.

Richard Bruton (Dublin Bay North, Fine Gael)
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I am taking Deputy or, rather, Senator Noone's matter.

Catherine Noone (Fine Gael)
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There is a better chance of the man to my left as opposed to myself becoming a Deputy in the near future. The matter concerns funding for autism spectrum disorder, ASD, units. Currently, in Ireland approximately one child in 65 is diagnosed with autism, as the Minister will be aware. ASD is the name used for a specific set of behavioural and developmental problems and the challenges that go with them. As the Minister will know, a diagnosis of ASD means that children's communication, social and play skills are affected in some way, which means they have specific educational needs. Some parents are forced to drive miles to a school in another town or county to access a school with an ASD unit. I have heard of other cases of children with autism who are currently not attending school due to a lack of a suitable placement. Other children have left school early due to a lack of places.

Studies show that children who secure a place in an ASD unit can benefit greatly and make good progress. They learn at their own pace in a much smaller class size. Moreover, they get one-on-one attention in an environment tailor-made for their needs. Some units have access to a sensory room and children can also integrate with mainstream classes where possible. Children with autism have a right to an education in their own school. I ask the Minister to make funds available to provide at least one ASD class per school nationwide based on the statistics of the number of children with a diagnosis of ASD in Ireland.

Richard Bruton (Dublin Bay North, Fine Gael)
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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.

Catherine Noone (Fine Gael)
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I appreciate the Minister's response and the efforts being made by him and his Department. Clearly he is on top of what is happening in this area. I was contacted by a number of parents engaged in a campaign for this provision, of which I am sure he will be aware. The progress being made is heartening. I am not an expert on ASD, but if one in 65 children is on the spectrum, the chances of there being an ASD unit in a larger school must be significantly increased. I hope the NCSE will take account of areas where parents have to travel a great distance on a case by case basis. We are moving towards what these parents wish for and in that sense I am satisfied with the Minister's response. Perhaps it might be a little too much to move towards a scenario where there will be an ASD unit in each school. That may be over the top, but I am keen to ensure parents and children will not suffer because of their lack of proximity to a school with an ASD unit. Will the Minister clarify that this is at the forefront of the Department's mind when it comes to assessing individual cases?

Richard Bruton (Dublin Bay North, Fine Gael)
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I thank the Senator for her comments. The NCSE's advice is that it has not identified a need to provide an ASD special class in every school, which would mean 4,000 classes. It is interesting to examine the numbers. For example, at post-primary level, demand and provision are increasing much more rapidly, although it is starting from a lower base. There were only 100 such classes in 2011, but that number has trebled in the intervening period. There is a pattern of identified need in passing through primary level and increasing pressure at post-primary level. The Department is considering the provision of a map of ASD units across the country for parents in order that they can see where such units are available. That would be helpful as they would be better able to plan their child's education by having that support.

As the Senator said, an ASD unit is designed to accommodate six children. It is geared up with 1 and 1.5 teachers per child at primary and post-primary level, respectively. The units have SNA support and provide facilities that allow children to progress. While still in a social environment, they progress well. The NCSE's approach to identifying a child's needs is at heart of the policy we are implementing. There will be continuing growth in the number of ASD units as need is identified and we respond to it.