Richard Bruton (Dublin North Central, Fine Gael)
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Question 442: To ask the Minister for Education and Science the extent to which children with special educational needs in the autism spectrum have had individual education plans developed for them; the system which is in place for assessing if the requirements of the plan are being delivered; and if she is satisfied that there are sufficient education options for such children in their teenage years. [27740/05]

Richard Bruton (Dublin North Central, Fine Gael)
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Question 443: To ask the Minister for Education and Science the information networks that are available to parents who discover from assessments that their child has special educational needs in the autism spectrum; if she has carried out any assessment of the opinion of parents in this situation regarding the adequacy of the information and expertise which they can access. [27741/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 442 and 443 together.

The enactment of the Education for Persons with Special Educational Needs Act 2004 and the establishment of the National Council for Special Education, which has been operational since the 1 January 2005, provide a legislative and structural framework for the support of all children with disabilities, including those with autism.

The Act provides a comprehensive legislative framework to govern the delivery of these services while the establishment of the National Council for Special Education will improve and speed up the delivery of services to pupils with special needs, their parents and schools. The Act sets out a range of services, which must be provided, including assessments, education plans and support services. Every child with special educational needs is entitled to an individual education plan, IEP, prepared by appropriate professionals. The IEP will set out the child's educational needs, the special education and related support services to be provided to him or her and the goals, which the child is to achieve over a period of not more than 12 months. Parents have a right to participate and provide inputs in the preparation of the IEP and the IEP is subject to regular review and amendment.

While the sections of the Act relating to IEPs have not yet commenced, my Department is aware that some schools have already initiated processes whereby individual plans have been drawn up in respect of pupils with special educational needs. This process generally involves school staff, the pupil's parents, the school psychologist and any other professionals involved with the pupil. Part of the requirement of such plans is that they are reviewed regularly with all those involved in drawing them up.

The provision of education services for pupils of post primary age with autism is dependent on the professionally assessed needs of the individual pupil. The Department's policy is to ensure the maximum possible integration of pupils with special educational needs into ordinary mainstream schools. Where mainstream provision is not appropriate pupils can be catered for in special schools which are dedicated to particular disability groups. There are 107 special schools in the country at present. These schools cater for children from four to 18 years of age and each school enjoys a significantly reduced pupil-teacher ratio and other staffing supports.

My Department is continuing to prioritise the development of the network of special educational provision for children with special needs, including those with autism, and I believe that the steps taken in recent years and those currently in hand represent significant progress in the development of those services. It is my intention that my Department will continue to work closely with the Department of Health and Children in developing services for children with autism.

Information for parents of children with autism on health-related interventions such as therapy services can be accessed from the Health Service Executive. Specific information on appropriate educational interventions can be sought from the National Council for Special Education, NCSE, through its network of special educational needs organisers, SENOs. Questions on the provision of home tuition for children with autism who require early intervention or are waiting to secure an appropriate school placement can be referred to my Department's special education section.

No assessment of parental opinion on the adequacy of the information and the expertise which they can access has been carried out by my Department. However, I am satisfied that with more than 70 SENOs at local level nationwide, parents will ultimately be able to access information on the various educational interventions and options at an earlier stage.