Brendan Howlin (Wexford, Labour)
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Question 838: To ask the Minister for Education and Science the reason no special school units comparable to those at primary level are available at second level for children on the autism spectrum; if her attention has been drawn to the fact that autism-specific educational supports are essential if such children are to fully benefit from second level education; the steps which are being taken to address this deficit; and if she will make a statement on the matter. [14729/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department provides a range of supports to second level school management to enable schools to cater for pupils with special educational needs. The supports in question include remedial and additional teaching support, special needs assistant support and funding for the purchase of specialised equipment. As the Deputy is aware, enormous progress has been made over the past number of years in relation to increasing the number of teachers in our schools who are specifically dedicated to providing education for children with special educational needs. At second level, approximately 1,654 whole time equivalent additional teachers are in place to support pupils with special educational needs. This compares to the approximately 200 teachers in place in 1998 for such pupils. In addition, there are 532 whole time equivalent learning support teachers and approximately 1,102 whole time equivalent special needs assistants or SNAs in our second level schools.

With effect from 1 January 2005, the National Council for Special Education, NCSE, has taken over key functions from my Department in relation to special educational provision. The NCSE was formally established as an independent statutory body on 1 October 2005 under the Education for Persons with Special Educational Needs Act 2005. The council acts under the broad policy direction of my Department but has the resources and the remit to play the leading role in the delivery of education services to children with disabilities or special needs. The NCSE co-ordinates with the health services, schools and other relevant bodies regarding the provision of education and related support services to children with disabilities or special needs. The responsibilities of the NCSE include deciding on applications for additional teaching support in respect of children with disabilities with special educational needs at second level; on applications for special needs assistant or SNA hours; and processing applications for school placement in respect of children with disabilities with special education needs.

The Department supports the education of individual students with autism in various second level schools throughout the country. The precise model of provision made available at second level will depend on the assessed needs of the pupils involved. Some pupils are capable of attending ordinary classes on an integrated basis with additional teacher and/or special needs assistant support. In other cases, placement in special dedicated classes or units attached to the school may be the more appropriate response. Such special classes operate at significantly reduced pupil teacher ratios. Pupils attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible. In recent years, the Department has supported the establishment of a number of special classes for pupils with autism in mainstream post primary schools. The organisation of such provision is a significant task of the National Council for Special Education.

Under the new arrangements, the council, through the local special educational needs organiser or SENO will process the relevant application for resources and inform the school of the outcome. In the case of decisions on additional teaching and SNA support, the SENO will outline the process to the school and parents, where appropriate, and will at the end of the process outline the basis on which the decision was made. In addition, my Department's teacher education section has developed a strategy designed to meet the continuing professional development needs of personnel working with children with special educational needs. This involves a major expansion of the range of post graduate professional training programmes available to teachers in the special needs area and the ongoing development of the special education support service or SESS to support schools staff locally.

My Department will continue to ensure that the necessary resources are made available for the education of children with special needs. I am confident that the advent of the NCSE will prove of major benefit in ensuring that all children with special educational needs receive the support they require, when and where they require it.