Jerry Cowley (Mayo, Independent)
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Question 493: To ask the Minister for Education and Science if her attention has been drawn to the fact that mainstream primary school teachers do not have the specific training needed to teach autistic children; her views on whether specific schooling and teaching is absolutely necessary for children suffering from autism; and if she will make a statement on the matter. [42787/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department is committed to initiating and managing ongoing programmes of in-service training and professional development for teachers of pupils with special educational needs, including pupils with autistic spectrum disorders, through an expanding range of accredited courses in Colleges and Third-Level Institutions and in the development of support programmes and services, my Department continues to provide support for teachers in their ongoing professional development. A strategy has been developed, which combines a number of elements as follows.

A new combined post-graduate diploma programme of in-service education is being offered to teachers in the current school year.

From 2001, a Graduate Certificate Course in the Education of Pupils with Autistic Spectrum Disorders has been available at St. Patrick's College Drumcondra.

A one-year programme, running from September to June and leading to a Masters in Special Educational Needs is provided at St. Patrick's College, Drumcondra.

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.

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).