Jack Wall (Kildare South, Labour)
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Question 153: To ask the Minister for Education and Science when the Saplings schools concept or project status will be accepted and this concept of teaching autistic children be given permanent status; and if she will make a statement on the matter. [40944/06]

Jack Wall (Kildare South, Labour)
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Question 154: To ask the Minister for Education and Science if her Department funded programmes for parents with autistic children where the PECS programme was to be applied; the amount of funding dedicated to such programmes; the number of parents that attended; and if she will make a statement on the matter. [40945/06]

Jack Wall (Kildare South, Labour)
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Question 155: To ask the Minister for Education and Science if funding has been withdrawn from support groups who were seeking training for parents of autistic children prior to the children entering or having school placements; if she will reassess such applications; and if she will make a statement on the matter. [40946/06]

Jack Wall (Kildare South, Labour)
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Question 156: To ask the Minister for Education and Science if she is considering capital allocation funding for schools (details supplied); and if she will make a statement on the matter. [40947/06]

Jack Wall (Kildare South, Labour)
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Question 166: To ask the Minister for Education and Science if her Department provides grants or funding for the provision of occupational therapy equipment for children in a school (details supplied) in County Kildare suffering from autism; the mechanism available to applicants to make applications if such grants are available; and if she will make a statement on the matter. [41067/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 153 to 156, inclusive, and 166 together.

My Department's preferred approach to the provision of appropriate education for 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, a view that is supported by the findings of the Task Force Report on Autism. My Department supports a multi-skills approach in regard to the education of children with autism where a range of teaching methods are available e.g. Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH), ABA (Applied Behavioural Analysis), Picture Exchange Communication System (PECS).

The Deputy may 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.

My Department also funds a pilot scheme for 12 centres where ABA is the exclusive approach. Sanction has been given for 14 centres under the scheme and two have yet to open. The Saplings centre referred to by the Deputy is funded under this scheme.

My Department's Inspectorate carried out an Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) 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 including the future of the pilot scheme.

My Department supports the training and professional development of staff working with children with special educational needs through the Special Education Support Service (SESS) which was established in 2003. The service as appropriate, consolidates co-ordinates, develops and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs in a variety of educational settings. Generally this support is provided by direct training input or sanction for school staff to attend courses recognised and funded through the SESS.

As part of its response to the growing demand from teachers for support and training, the SESS is currently developing teams of trainers to deliver training in four specific areas, one of which is Autism. This training will be delivered locally through the Education Centre network and/or through whole-staff in-school support. School Authorities will continue to work with parents to ensure a consistent home/school approach to the education of children with autism.

While funding had been previously been made available to parents to attend certain courses on an ad hoc basis, my Department is currently reviewing its position in this regard and a decision in relation to future funding of parental courses will be considered in the context of this review.

I wish to advise the Deputy that responsibility for the provision of occupational therapy services rests with the Health Service Executive.

Jack Wall (Kildare South, Labour)
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Question 157: To ask the Minister for Education and Science when teachers at a school (details supplied) in County Kildare will be trained in the PECS concept of teaching; and if she will make a statement on the matter. [40948/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The Special Education Support Service (SESS), which was established in September 2003. This service consolidates, co-ordinates, develops and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs in a variety of educational settings. These settings include mainstream primary and post-primary schools, special schools and special classes.

As part of this work, the SESS provides training in a number of specialised areas such as Picture Exchange Communication System (PECS), Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) and Applied Behaviour Analysis (ABA).

Currently, the SESS is giving priority to mainstream schools with Autism Units and Autism Classes in Special Schools for training in PECS. However, under the SESS Local Initiatives Scheme all teachers in schools can apply for funding to attend a PECS course. Under the terms of this scheme schools and /or individual teachers request assistance to the SESS for identified professional development needs in relation to special education. Support from the SESS can be financial, professional and/or advisory in nature.

The SESS are funding places on a PECS course in Dublin on December 5th and 6th next. Schools with Autism Units/Classes in the Dublin/Kildare area have been offered places.

The Educate Together School in Newbridge, Co. Kildare has not made an application for training in the PECS concept of teaching. However, the school should be advised that application forms are available on the SESS website (www.sess.ie) or through direct contact with SESS at 1850 200 884 or by e-mail at info@sess.ie.