Damien English (Meath, Fine Gael)
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Question 532: To ask the Minister for Education and Science the funding available to stand alone autism units in secondary schools from her Department and agencies controlled by her Department; the details of the application process of these; and if she will make a statement on the matter. [38730/06]

Damien English (Meath, Fine Gael)
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Question 533: To ask the Minister for Education and Science the non financial assistance and supports available to stand alone autism units in secondary schools from her Department and agencies controlled by her Department; the contact details for such supports; and if she will make a statement on the matter. [38731/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 532 and 533 together.

My Department provides a range of supports to second level schools to enable them to cater for pupils with special educational needs including the needs of pupils with autism. The supports in question include remedial and resource teaching support, special needs assistant support, funding for the purchase of specialised equipment, transport, accommodation, teacher education and psychological services. Other agencies providing services in respect of pupils with special educational needs include the National Council for Special Education (NCSE), National Education Welfare Board and the State Exams Commission.

As the Deputy is aware, there has been enormous progress 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 1,854 whole time equivalent additional teachers are in place to support pupils with special educational needs. This compares to the approximately 200 teachers that were in place in 1998 for such pupils. In addition, there are 534 whole time equivalent learning support teachers and approximately 1,365 whole time equivalent special needs assistants (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 the 1st 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/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.

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.

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 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.

Given the increasing number of children with special needs now availing of the opportunity of a mainstream second level education, my Department has put in place a strategy which involves the provision of training and support at initial teacher education and also the provision of training and support for continuous professional development.

In terms of initial teacher education, the Education Degree and Higher Diploma in Education programmes include elements on the learning difficulties of pupils as part of a general alertness orientation programme.

Separate post-graduate programmes for Learning Support Teachers and Special Education Needs Teachers are provided by seven third-level institutions with the support of my Department. In addition, a new combined post-graduate programme of training for Learning Support and Special Education Needs is being offered to teachers from September 2006. My Department also funds a Masters Programme in Special Education Needs which is offered in St. Patrick's College.

The Deputy will also be aware that my Department's National Educational Psychological Service (NEPS) provides direct contact and services to children and young adults who need the support of an Educational Psychologist. NEPS encourages a staged assessment process, whereby each school takes responsibility for initial assessment, educational planning and remedial intervention, in consultation with their assigned NEPS psychologist. Only if there is a failure to make reasonable progress in spite of the school's best efforts, will a child be referred for individual psychological assessment. This system allows the psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.

I am confident that the advent of the NCSE and the measures outlined will prove of major benefit in ensuring that all children with special educational needs receive the support they require.