Seán Haughey (Dublin North Central, Fianna Fail)
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Question 564: To ask the Minister for Education and Science the measures she is taking to improve special needs education; and if she will make a statement on the matter. [35383/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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Children who have been assessed as having special educational needs have access to a range of special support services. The services range from special schools dedicated to particular disability groups, through special classes or units attached to ordinary schools, to placement on an integrated basis in ordinary schools, with special back-up supports.

The allocation of resources for children with special educational needs is based on the criteria set out in my Department's circulars having regard to the recommendations of the Report of the Special Education Review Committee 1993, also known as the SERC Report.

The Deputy will be aware that the National Council for Special Education (NCSE), through the local special educational needs organisers (SENOs), is responsible for processing applications from primary and post primary schools for special needs supports such as resource teaching hours and special needs assistant (SNA) support on the basis of applications in respect of individual pupils. The teaching and SNA support allocated are intended to enable schools to meet the needs of pupils as outlined in psychological and other professional reports.

In allocating additional teaching and SNA supports for individual pupils, the SENOs examine the teaching and other resources available within the individual schools. The SENO also operates within the parameters of my Department's criteria for the allocation of such resources.

Primary schools are also supported by means of a general allocation which provides additional teaching support to enable schools to cater for pupils with high incidence special educational needs, such as dyslexia, and those with low attainments. Second level schools continue to be supported by the allocation of additional teaching hours, where appropriate, for each pupil enrolled who is assessed as having a special educational need. SNA support is allocated, as appropriate, to all schools where there are confirmed assessed care needs in respect of students.

My Department's policy and approach in the area of special education is underpinned by Statute, particularly the Education for Persons with Special Educational Needs Act, also known as the EPSEN Act, which was enacted in 2004.

While many sections of the Act have already commenced, the remaining sections to be implemented relate mainly to the statutory assessment, appeal and education plan processes.

The NCSE recently submitted its Implementation Report which sets out its views and recommendations on a plan for the implementation of the Education for Persons with Special Educational Needs Act 2004.

Both the Disability Act 2005 and the Education for Persons with Special Educational Needs Act 2004 refer to the need to co-ordinate and plan special needs resources in both the Health and Education sectors. The level of resources needed will be considered in the context of the Implementation Report and the Sectoral Plan in relation to Part 2 of the Disability Act 2005.

John Perry (Sligo-Leitrim, Fine Gael)
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Question 565: To ask the Minister for Education and Science when she will meet with a group (details supplied) to facilitate the advancement of discussions in relation to the template document developed by them as a response to the education needs of children affected by autism; and if she will make a statement on the matter. [35392/06]

John Perry (Sligo-Leitrim, Fine Gael)
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Question 590: To ask the Minister for Education and Science if she will meet personally with the Irish Autism Action Group as they have been unsuccessful on several occasions with their request; and if she will make a statement on the matter. [35721/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 565 and 590 together.

The Deputy will be aware of my commitment to ensuring that all children, including those with autism receive an education appropriate to their needs, preferably through the primary and post primary school network where children can mix with their wider peer group and have maximum opportunities for integration. My Department supports an eclectic approach to the education of children with autism where a range of teaching methods can be applied specific to the needs of individual pupils. The Deputy will be familiar with the variety of current provision in this regard which includes pre-school classes for children with autism, special classes for children with autism attached to special schools and mainstream schools, special classes for Asperger's syndrome plus a range of supports for pupils with autism integrated in mainstream classes. A pilot scheme facilitated the establishment of 12 specific autism units and these are represented under the umbrella organisation of Irish Autism Action.

I did in fact meet with representatives from Irish Autism Action earlier in the year subsequent to a series of meetings between officials from my Department and representatives of Irish Autism Action. Full consideration will be given to the points raised at the meeting.

Martin Ferris (Kerry North, Sinn Fein)
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Question 566: To ask the Minister for Education and Science her views on the son-rise treatment system for autistic children; and if she will make a statement on the matter. [35394/06]

Martin Ferris (Kerry North, Sinn Fein)
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Question 570: To ask the Minister for Education and Science if all units here are adequately staffed to meet the needs of autistic children with regard to speech therapy, occupational therapy, physiotherapy, music therapy and play therapy; and if she will make a statement on the matter. [35401/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 566 and 570 together.

My Department supports an eclectic approach to the education of children with autism where a range of teaching methods can be applied specific to the needs of individual pupils. My Department's Inspectorate has advised me that while the sonrise approach has been evaluated in terms of its rationale and practice, it has not been evaluated in terms of the effectiveness of the programme. The Deputy will be familiar with the variety of current provision in this regard which includes pre-school classes for children with autism, special classes for children with autism attached to special schools and mainstream schools, special classes for Asperger's syndrome plus a range of supports for pupils with autism integrated in mainstream classes. A pilot scheme facilitated the establishment of 12 specific autism units nationwide.

I wish to advise the Deputy that responsibility for the provision of speech and language therapy, occupational therapy, physiotherapy, music therapy and play therapy services rests with the Health Service Executive.

Martin Ferris (Kerry North, Sinn Fein)
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Question 567: To ask the Minister for Education and Science if she will reverse the refusal of home tuition to a person (details supplied) in County Kerry. [35395/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The home tuition scheme provides funding to parents to provide education at home for children who, for a number of reasons such as chronic illness, are unable to attend school. The scheme was extended in recent years to facilitate tuition for children awaiting a suitable educational placement. The National Council for Special Education (NCSE) is actively engaged in identifying a suitable school placement for the child referred to by the Deputy. As an interim measure pending his placement he is in receipt of home tuition.

Séamus Healy (Tipperary South, Independent)
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Question 568: To ask the Minister for Education and Science when she will approve a special needs assistant for a school (details supplied) in County Tipperary to provide assistance for a student; and if she will make a statement on the matter. [35396/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The Deputy will be aware that the National Council for Special Education (NCSE), through the local special educational needs organisers (SENOs), is responsible for processing applications for special educational needs (SEN) supports from primary and post primary schools. The teaching and special needs assistant (SNA) support allocated are intended to enable schools to meet the needs of pupils as outlined in psychological and other professional reports. In allocating SEN supports for individual pupils, the SENOs examine the teaching and other resources available within the individual schools. The SENO also operates within the parameters of my Department's criteria for the allocation of such resources.

I wish to advise the Deputy that my Department has received a request from the school in question for special needs assistant support for the pupil. I can confirm that the NCSE is now considering the application and I understand that a decision will be notified to the school authorities following the mid-term break.