Catherine Murphy (Kildare North, Independent)
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Question 469: To ask the Minister for Education and Science the action she has taken or will take to give effect to the recommendation of the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders as published by the inspectorate of her Department in June 2006, which states that children with ASDs in all educational placements should have access to an adequate, systematic, and coordinated multi-disciplinary support structure; if her actions deriving from the publication of this report will include specific provision for secondary school children who are now enrolled in second level schools and whom it is expected will transfer from primary to secondary school education in the next year; and if she will make a statement on the matter. [23531/06]

Richard Bruton (Dublin North Central, Fine Gael)
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Question 483: To ask the Minister for Education and Science if there has been a recent review of her Department's policies in relation to early intervention for children on the autistic spectrum; if she has satisfied herself that the scope and phasing of intervention provided by her Department is up to international best practice; and if she will make a statement on the matter. [23698/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 469 and 483 together.

My Department's Inspectorate carried out an Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) which has recently been published and can also be accessed through my Department's website.

This inspectorate report describes an evaluation of the education that is provided for children with ASD in a variety of settings nationwide. The elements of good practice identified during the evaluation process and in the literature review form the basis for the report's recommendations which will make a positive contribution to policy development and to the continuing improvement in the quality of education that is available to children with ASD. The Deputy will be aware of my commitment to ensuring that all children, including those with autism receive an education appropriate to their needs and in this regard my Department currently provides the following facilities for the education of children with autism: approximately 162 Special Classes for children with autism, attached to special and mainstream schools; 15 pre-school classes; 5 Special classes for children with Asperger's Syndrome; 12 Stand-Alone facilities providing an Applied Behavioural Analysis (ABA) specific methodology. 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/ special needs.

My 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. In general where a special class for pupils with autism is established by my Department though the number in attendance can vary as pupils attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

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 (SESS) to support schools staff locally. My Department continues to develop and co-ordinate services between the SENO, the HSE and the National Educational Psychological Services (NEPS) in relation to multi-disciplinary support teams for children with autism.

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.

Willie Penrose (Westmeath, Labour)
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Question 470: To ask the Minister for Education and Science the reason a person (details supplied) in County Westmeath who has downs syndrome and is in full time education has not been afforded a full time special needs assistant assigned specifically to them; if in this context her Department will take steps to ensure that what was promised in correspondence of 22 December 2005 is afforded to this person; and if she will make a statement on the matter. [23543/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department provides a range of supports to second level schools to enable them to cater for students with special educational needs, including pupils with Downs Syndrome. The supports in question include remedial and additional teaching support, special needs assistant support and funding for the purchase of specialised equipment.

With effect from 1 January 2005, the National Council for Special Education (NCSE) has taken over key functions from the Department of Education and Science in relation to special educational provision. The NCSE was formally established as an independent statutory body on the 1st October 2005 under the Education for Persons with Special Educational Needs Act 2005. The Council acts under the broad policy direction of the Department of Education and Science but has the resources and the remit to play the leading role in the delivery of education services to children with disabilities/ 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/special needs. The responsibilities of the NCSE include the following: Deciding on applications for additional teaching support in respect of children with disabilities with special educational needs at second level; Deciding on applications for special needs assistant (SNA) hours; Processing applications for school placement in respect of children with disabilities with special education needs.

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. Students attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

The NCSE, through the local Special Educational Needs Organiser (SENO) will process the relevant application for resources and inform the school of the outcome. It is important to note that 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 the case of the school in question, 73.48 hours additional teaching support per week and 82 hours special needs assistant support per week have been allocated for the 2005/06 school year to cater for the special educational needs of its pupils, including the pupil to whom the Deputy refers. The NCSE has also confirmed that the school's resources for special educational needs will shortly be reviewed for the 2006/07 school year. The school will be notified directly by the SENO when the review has been finalised. 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.