Dan Neville (Limerick West, Fine Gael)
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Question 51: To ask the Minister for Education and Science the modifications or changes that she will make to the planned introduction of a weighted system of allocation of resources to children with special educational needs; and if she will make a statement on the matter. [2968/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The proposed new system of teacher allocation involves a general allocation to all primary schools to cater for pupils with higher-incidence SEN, that is, pupils with borderline mild and mild general learning disability and specific learning disability. The allocation is also intended to support those with learning support needs, that is, those functioning at or below the tenth percentile on a standardised test of reading and-or mathematics. An additional 350 teacher posts are being provided to facilitate the introduction of the new system.

I should emphasise that individual applications may continue to be made for specific resource teacher allocations in respect of pupils with lower-incidence SEN.

I am conscious of difficulties that could arise in relation to the proposed model, particularly for children in small and rural schools, if it were implemented as currently proposed. Accordingly, I am having the proposed model reviewed to ensure that it provides an automatic response for pupils with common mild learning disabilities, without the need for cumbersome individual applications, while at the same time ensuring that pupils currently in receipt of service continue to receive a level of service appropriate to their needs. The review will involve consultation with representative interests and the National Council for Special Education before it is implemented in the next school year.

Jimmy Deenihan (Kerry North, Fine Gael)
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Question 52: To ask the Minister for Education and Science the progress made on the implementation of the recommendations of the task force on autism; and if she will make a statement on the matter. [2902/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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At the outset, I want to say that the recommendations of the task force in question provide a valuable basis for the development of educational services and supports for persons with autism. However, in responding to the recommendations, my Department has had to give priority to a number of key areas before detailed individual recommendations can be addressed. These key areas involve the implementation of the core legislative and structural measures required to underpin service development and delivery. This approach is critical to the implementation of many of the individual recommendations of the task force.

With regard to legislation, the Education for Persons with Special Educational Needs Act 2004 has now been enacted while, on the structural front, the National Council for Special Education, NCSE, has been established on a statutory basis. While these developments represent significant progress, a considerable amount of additional input is required before these measures can begin to have a positive impact on services for children with special educational needs, SEN, including those with autism.

Over the course of the coming months, I expect that significant progress will be made in this regard. Specifically, consideration will be given to the detailed measures required to enable the Act to be commenced. In that regard I wish to inform the Deputy that the NCSE has now assumed operational status.

I am satisfied that the establishment of the NCSE will greatly enhance the provision of services to children with SEN, including those with autism and result in a timely response to schools who have made application for SEN supports. The local service delivery aspect of the council's operation will be the responsibility of special educational needs organisers, SENOs. Up to 70 SENOs have been employed, all of whom have a qualification and previous work experience relating to service delivery to children with disabilities. The SENOs will be responsible for co-ordinating and facilitating delivery of educational services to children with disabilities at local level. In particular, the SENOs will be a focal point of contact for parents-guardians and schools, and will process applications for resources for children with disabilities who have special educational needs. This will also involve regular and detailed engagement with organisations such as health authorities, the Department, including administrative divisions, the inspectorate and the National Educational Psychological Service, NEPS.

My Department is continuing to develop the network of special educational provision for children with autism. The extent of progress can be measured from the fact that, since 1998, when autism was first recognised as a distinct special educational need, the number of dedicated facilities that have been developed include nine pre-school classes for children with autism; 140 special classes for children with autism attached to special schools and mainstream schools; five special classes for children with Asperger's syndrome; and eight autism facilities, some of which are providing an applied behavioural analysis model, ABA, of response to children with autism Another major landmark in the development of autism specific services was the joint launch last month by my predecessor and the Minister with responsibility for Education in Northern Ireland of the Middletown Centre for Autism. This marked the successful completion of the purchase of the former St. Joseph's Adolescent Centre, Middletown on behalf of the Department of Education in the North and the Department of Education and Science in the South. Both Departments plan to refurbish the property to meet the needs of a centre of excellence for children and young people with autism throughout the island of Ireland. The centre will be dedicated to improving and enriching the educational opportunities of children and young people with autistic spectrum disorders.

Four key services will be provided by the centre: a learning support service, on a residential basis; an educational assessment service; a training and advisory service; and an autism research and information service.

I believe that the steps taken in recent years and those currently in hand represent significant progress in the development of services for children with autism. However, I fully recognise that further progress is required and my Department in consultation with parents and existing service providers will seek to ensure that the recent rate of development is maintained.

I will continue to address many of the recommendations of the task force in consultation with the council and other interested parties.