Finian McGrath (Dublin North Central, Independent)
Link to this: Individually | In context

Question 1251: To ask the Minister for Education and Science the reason there are no places for 29 children with autism on the northside of Dublin. [1030/06]

Finian McGrath (Dublin North Central, Independent)
Link to this: Individually | In context

Question 1252: To ask the Minister for Education and Science if funding and permission will be granted to a school (details supplied) in County Dublin. [1031/06]

Finian McGrath (Dublin North Central, Independent)
Link to this: Individually | In context

Question 1253: To ask the Minister for Education and Science if a premises will be found for a school (details supplied) in County Dublin. [1032/06]

Finian McGrath (Dublin North Central, Independent)
Link to this: Individually | In context

Question 1254: To ask the Minister for Education and Science her views on paragraph 7.5.4 of the task force on autism regarding the length of the pre-school day and if she will apply this to 29 persons on waiting lists (details supplied). [1033/06]

Finian McGrath (Dublin North Central, Independent)
Link to this: Individually | In context

Question 1255: To ask the Minister for Education and Science if she will grant quality ABA services to all children with autism on the northside of Dublin. [1034/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

I propose to take Questions Nos. 1251 to 1255, inclusive, together.

I am most anxious that children, including children with autistic spectrum disorders or ASD, receive an education appropriate to their needs.

My Department provides the following dedicated facilities for the education of children with autism including the area in question. Some 159 special classes for children with autism, attached to special schools and mainstream schools, have been created. Fifteen pre-school classes for children with autism have been established. Five special classes for children with Asperger's syndrome have been established. Furthermore, my Department sanctions home tuition grants for children with autism for whom a home-based ABA programme is considered appropriate or in cases where such children are awaiting an appropriate school placement.

In addition to the provision outlined above, my Department is currently funding 11 autism specific facilities that are operating on a pilot basis. Some of these facilities provide an applied behavioural analysis, ABA, model of response, which is one of a range of models of approach to the education of children with autism. Approval has also been given for the establishment of a further three such facilities.

My Department's preferred approach to the provision of appropriate education for all children, including children with autism, is through the primary and post primary school network, whether through placement in mainstream classes, in special classes or in special schools. My Department would also support an eclectic approach in regard to the education of children with autism where a range of teaching methods are used, for example, treatment and education of autistic and related communication handicapped children, TEACH, ABA, picture exchange communication system, PECS, etc.

While the preferred approach of my Department is to provide appropriate provision through the recognised primary and post-primary school network, it will continue, in conjunction with the National Council for Special Education, to consider applications that may be received for the establishment of futher stand alone autism facilities. These applications will be carefully examined and considered on a case by case basis and account will be taken of a number of factors, such as the availability of appropriate school based provision in a particular area, before any decisions are made.

With regard to the request for the facility referred to by the Deputy, I must point out that many of the children in question are already enrolled in special classes for children with autism that have been established in primary schools.

The NCSE is currently progressing the application and my Department is liaising with it in this regard. The matter of approval for this facility or sourcing accommodation can only be considered when this process has been fully completed.

The recommendations of the task force on autism provide an invaluable 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 including those concerning assessment, parental involvement, service delivery, information dissemination, promotion of inclusion and co-ordination between health and education authorities.

My Department, in conjunction with the NCSE, is continuing to prioritise the development of the network of special educational provision for children 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.

The enactment of the Education for Persons with Special Education Needs Act and the establishment of the NCSE have provided the key to underpin service delivery in the future.