Seán Crowe (Dublin South West, Sinn Fein)
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Question 1521: To ask the Minister for Education and Science her views on whether applied behaviour analysis is the most effective intervention for children with autism; and if she will give a commitment to ensure that all children with autism here receive evidence based interventions. [1358/07]

Richard Bruton (Dublin North Central, Fine Gael)
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Question 1641: To ask the Minister for Education and Science if she will introduce clear criteria for deciding when children would benefit from the applied behavioural analysis system of education in order that there would be a solid policy framework for the development of ABA schools. [2031/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 1521 and 1641 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. 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). This ensures that a range of teaching methods can be applied specifically to the needs of individual pupils. In this regard my Department has established:

180 special classes for children with autism, attached to special and mainstream schools.

5 special classes for children with Asperger's Syndrome.

16 pre-school classes to facilitate the demand for early intervention provision for children on the autistic spectrum.

14 Stand Alone facilities providing an Applied Behavioural Analysis (ABA) specific methodology on a pilot basis — 2 of these facilities have yet to be established.

My Department is of the view that children with autism, in common with all children should have access to appropriate provision delivered by suitably qualified teachers within the school system where children can mix with their wider peer group and have maximum opportunities for integration. Pupils with autism who are fully integrated into mainstream school receive individual teaching support for a number of hours per week as well as support from special needs assistants and specialist equipment if required. As a further support, many smaller schools which have autism units can now have an administrative principal to assist with the establishment and running of specialist intervention locally.

I can confirm to the Deputy that my Department's professionals have reviewed research on educational interventions for children with autistic spectrum disorders (ASD). It is clear that this research does not support the exclusive usage of applied behaviour analysis (ABA) as a basis for national educational provision for children with autism. Rather the research supports the position that educational intervention for children with ASD needs to be child-centred and individual — tailored to meet the needs of each child — rather than matching the needs of a child to one particular version of one intervention.

Additional training supports for staff engaged in the education provision for children with special needs including autism can be accessed through the Special Education Support Service (SESS). The service will, as appropriate, consolidate, co-ordinate, develop and deliver a range of professional development initiatives and support structures to the relevant staff.

My Department is of the opinion that teachers need to have a knowledge and understanding of general teaching principles and approaches as well as additional training in the range of approaches which are appropriate for teaching children with ASD. Teachers who have pupils with autism receive additional training in a range of educational and behavioural interventions including TEACCH, PECS and ABA. Each of these approaches can assist a child with ASD achieve their potential.