Bernard Durkan (Kildare North, Fine Gael)
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Question 873: To ask the Minister for Education and Science if her attention has been drawn to the children with autism currently requiring teaching facilities throughout County Kildare; her plans to meet such requirements in full in view of the availability of resources; and if she will make a statement on the matter. [14820/07]

Bernard Durkan (Kildare North, Fine Gael)
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Question 960: To ask the Minister for Education and Science the full extent of educational requirements and places for children with autism or similar educational needs throughout north Kildare; the extent to which the full placement requirement is expected to be met in the near future; and if she will make a statement on the matter. [15348/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 873 and 960 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. 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).

In this regard my Department has established:

188 special classes for children with autism, attached to special and mainstream schools, 19 of which are located in the Kildare area;

5 special classes for children with Asperger's Syndrome;

18 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 methodologies on a pilot basis, one of which is located in the Kildare area — 2 of these facilities have yet to be established.

As the Deputy is aware the National Council for Special Education (NCSE) was established under the Education for Persons with Special Needs (EPSEN) Act to improve the delivery of education services to persons with special educational needs arising from disabilities with particular emphasis on children. The NCSE has a key role in the delivery of services and operates through a network of special educational needs organisers (SENOs) who act as a focal point of contact for schools and parents. The role of the SENO includes the processing of applications from schools to establish special classes for autism. The NCSE will continue to establish classes for children with autism as and where required.

Bernard Durkan (Kildare North, Fine Gael)
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Question 874: To ask the Minister for Education and Science if there are facilities, opportunities or assistance available or in place to assist parents in County Kildare who have gifted children; her plans to address this issue in early date; and if she will make a statement on the matter. [14828/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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Under the terms of the Education Act, 1998 it is a function of the Board of Management of each school, including those in Co Kildare, to publish the policy of the school relating to participation by students with special educational needs, including students who are exceptionally able. The measures the school take in this regard are required to be stated in the school plan. It is the duty of the board of management to ensure that appropriate education services are made available to such students.

In recent years, new syllabi and curricula have been devised for second-level schools. These have been designed in such a way that the differing needs of a wide range of pupil ability can be catered for by their teachers. The revised primary curriculum, which has been supplied to every primary teacher, recognises the importance of developing the full potential of the child and caters for pupil diversity, including meeting the needs of exceptionally able pupils.

While content is outlined in the curricula at both levels, process is also heavily emphasised. Enabling children to learn how to learn is stressed and facilitated. The development of language skills, investigatory and problem solving skills, higher-order thinking skills and working individually and as a member of a group are all encouraged at both levels. While the use of information and communication technologies and the use of class and school libraries are of benefit in project work with all pupils, they have a special importance for pupils who are exceptionally able.

Of particular significance at second level are the International Olympiads in the science subjects, in information technology and in mathematics, in which the exceptionally able and highest achieving pupils compete. There is also an increase in the number of teachers who are adopting approaches to teaching thinking skills such as de Bono's programme, Feuerstein's Instrumental Enrichment and Lipman's Philosophy for Children.

In general, schools at both primary and second level attempt to use strategies such as curriculum differentiation, curriculum enrichment and acceleration to facilitate the development of pupils who are exceptionally able. The National Centre for Curriculum and Assessment is currently developing guidelines for teachers of exceptionally able students which will be available later this year.

In addition, my Department provides annual funding to the Centre for Talented Youth at Dublin City University to support its work in delivering programmes, which are designed specifically for exceptionally able children of first and second level age. The grant amounted to €95,000 in 2006 and provision has been made for a €97,000 grant in 2007.