Richard Bruton (Dublin North Central, Fine Gael)
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Question 388: To ask the Minister for Education and Science if she has revised her view of the role of behavioural analysis in the teaching of children in the autistic spectrum; if she will introduce criteria for the recognition and mainstreaming ABA schools; and if she will make a statement on the matter. [18456/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department's position remains that as each child with autism is unique, they should have access to a range of different approaches to meet their individual needs. Applied Behavioural Analysis, or ABA, is one of the methods used in special classes for children with autism. The issue of contention is whether ABA should be the only method used in some settings.

Advice received from international experts on autism, NEPS and the Inspectorate inform my Department's view that a range of approaches should be used, rather than just one. An analysis of research — including the report of the Irish Task Force on Autism — supports this approach too, while Autism societies in other countries also caution against relying on just one method.

By enabling children in special classes to have access to a range of methods, including ABA, we are doing what we are advised is the best interests of such children.

It should be noted that teachers in special schools were using ABA principles more than 25 years ago. ABA involves the systematic application, at any time during the child's day, of behavioural principles to modify behaviour. The effectiveness of behavioural interventions to improve the performance of children with autism and to ameliorate behavioural difficulties has been recognized for decades. The use of ABA as part of the range of interventions is particularly useful for addressing behavioural issues. My Department, therefore, does support the use of ABA and training is provided for teachers in its use. However, we do not accept — based on research, advice and best practice — that it should be the only method used. While ABA helps to improve behaviour, other methods, such as TEACCH and PECS are just as important in developing children's communication and speech skills. It is important that children have access to a range of methods so that their broader needs can be met.

Children in special classes have the benefit of fully-qualified teachers who are trained in educating and developing children generally and who have access to additional training in autism-specific approaches, including ABA. The level of such training available to teachers has improved dramatically in recent years and is a major priority for my Department.

Children in special classes also have the option, where possible and appropriate, of full or partial integration into mainstream classes and of interaction with other pupils.

Approximately 200 autism-specific classes have now been approved around the country, while more are being set up all the time. There are a maximum of 6 children in each special class with a teacher and at least 2 Special Needs Assistants. Extra assistants are provided where the children need them. A child can have their own SNA if they need one.

The Deputy may be aware that the Programme for Government contains a specific commitment in relation to the 12 pilot ABA centres that were established in the absence of this network of special classes in our schools.

The Government is committed to long term funding for these 12 pilots, subject to agreement on standards that will enable my department to support them as primary schools for children with autism. Areas in which standards need to be agreed include the professional qualifications of the staff and the educational programme available to the children.

I am pleased to advise the Deputy that, since the launch of the Programme for Government, my officials have met with the advocacy group for the pilot centres concerned to progress the implementation of this commitment. This follows on from previous discussions with the group on this matter.

In terms of autism provision in other locations, we will continue to work to ensure that all children can have access to a broad programme, with provision for ABA as appropriate, in special classes.