Martin Ferris (Kerry North, Sinn Fein)
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Question 62: To ask the Minister for Education and Science the appeal mechanism for parents who wish to transfer their dyslexic child to a special school in a case in which family psychologists rate the pupil at eight and school psychologists rate the same pupil at a scale of 22, closing the child's access to the school, in view of the widespread confusion surrounding new structures. [13122/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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Based on the information provided by the Deputy, it is not possible to respond specifically on the case in question. However, my officials will arrange to have the matter examined further if the Deputy or the pupil's family arranges to forward the specific details of the case, including the relevant professional reports, to my Department's special education section.

Children with dyslexia have, up to now, generally been catered for on an integrated basis in ordinary primary schools where they can be supported by the learning support teacher service or the resource teacher service. At present, there are approximately 2,600 resource teachers and 1,531 learning support teachers in the primary system. The Department also provides funding to schools for the purchase of specialised equipment such as computers to assist children with special needs with their education, including children with dyslexia, where recommended by relevant professionals. Schools may apply, through the local SENO, for this support.

Where the condition of a pupil with dyslexia is of a more serious nature, provision can be made in one of the four special schools or 23 special classes attached to ordinary primary schools and dedicated to the needs of children with dyslexia. All special schools and special classes for such children operate at a reduced pupil teacher ratio of 9:1.

My officials will arrange to have the matter examined further if the Deputy or the pupil's family arranges to forward the specific details on the case to my Department's special education section.

Fergus O'Dowd (Louth, Fine Gael)
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Question 63: To ask the Minister for Education and Science the progress being made on the implementation of the recommendations of the task force on autism; and if she will make a statement on the matter. [12971/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The recommendations of the task force on autism provide an invaluable basis for development of educational services and supports for persons with autism. In responding to the recommendations, my Department has given priority to implementing the core legislative and structural measures required to underpin service development and delivery.

The Education for Persons with Special Educational Needs Act 2004 has been enacted, while on the structural front, the National Council for Special Education, NCSE, has been established on a statutory basis. These developments represent significant progress and I am confident they will have a positive impact on services for children with special educational needs, including those with autism.

My Department has already acted on many of the recommendations of the task force and is continuing to develop the network of special educational provision for children with autism. The extent of improvement in services for children with autism in recent years can be measured from the fact that, since 1998, when autism was first recognised as a distinct special educational need, a number of dedicated facilities have been developed. A total of 141 special classes for children with autism attached to special schools and mainstream schools have been created; 13 pre-school classes for children with autism have been established; eight autism facilities, some of which are providing an applied behavioural analysis model of response to children with autism, are being funded and five special classes for children with Aspergers syndrome have been created.

The typical pupil teacher ratio for pupils with autism in special schools and classes is 6:1, with two special needs assistants in each class. The Department also sanctions home tuition grants for children with autism for whom a home based applied behavioural analysis programme is considered appropriate or in cases where such children are awaiting an appropriate school placement.

The task force on autism made a number of recommendations on teacher professional development and significant progress has been made in this area also. The special education support service was established in 2003 to manage, co-ordinate and develop a range of supports in response to identified training needs. The service has established teams of trainers to deliver training in the four specific areas of autism, challenging behaviour, dyslexia and inclusion at post-primary level. This training is delivered locally across the State through the education centre network. In addition, the service provides immediate responses to requests from schools for support in a variety of autism related areas. The service also funds the provision of on-line training courses, including a course on autism, during the summer months of July and August and during the autumn and spring terms.

My Department also now provides 140 places per annum on a postgraduate diploma programme in special educational needs and 20 places per annum on a postgraduate programme in autism. It has also funded the development of an applied behaviour analysis training programme in Trinity College, Dublin, and funded the participation of 12 teachers on the course in 2003-04. The successful participants are now available to the Department, as classroom teachers and as a further training resource.

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