Fergus O'Dowd (Louth, Fine Gael)
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Question 152: To ask the Minister for Education and Science her plans regarding the education of children with autism; and if she will make a statement on the matter. [19218/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department considers that as each child with autism is unique, they should have access to a range of different approaches to meet their individual needs.

Children with autism 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, TEACCH and PECS. The level of such training available to teachers has improved dramatically in recent years and is a major priority for the Government. 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.

By enabling children in special autism-specific classes to have access to a range of methods, including ABA, TEACCH and PECS, my Department is reflecting advice received from international experts on autism, the National Educational Psychological Service and my Department's inspectorate. An analysis of research, including the report of the Irish task force on autism, also supports this approach, and autism societies in other countries also caution against relying on just one method. The use of ABA as part of the range of interventions is particularly useful for addressing behavioural issues. My Department therefore supports the use of ABA and training is provided for teachers in its use. However, my Department does not accept, based on research, advice and best practice, that it should be the only method used. Whereas ABA helps to improve behaviour, other methods, such as TEACCH and PECS, are just as important in developing children's communication and speech skills.

In terms of autism provision across the country, my Department will continue to work to ensure that all children can have access to a broad programme, with provision for particular methodologies as appropriate, in special classes. In excess of 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 six children in each special class with a teacher and at least two special needs assistants. Extra assistants are provided where the children need them. An individual child can have his or her individual SNA if he or she needs one. The National Council for Special Education will continue to expand the number of such classes as necessary to meet demand.

Mary Upton (Dublin South Central, Labour)
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Question 153: To ask the Minister for Education and Science if she will address the concerns of a person (details supplied) in Dublin 10. [19225/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I understand that the pupil referred to by the Deputy is enrolled in a special class which operates at a pupil teacher ratio of 8:1. The pupil also has the support of a full time special needs assistant.

In relation to the element of the Deputy's question relating to psycho-educational assessment, I wish to confirm that the school which the child in question attends is assigned the services of a psychologist from my Department's National Educational Psychological Service (NEPS). I can also inform the Deputy that the child has not been referred to that psychologist for attention. I would suggest that the child's parents be advised to bring their concerns in this regard to the attention of their child's class teacher and school Principal. The NEPS psychologist will attend to any requests from school authorities in this regard as early in the new school year as is practicable.

The request for a Domiciliary Care Allowance is a matter for my colleague Mary Harney T.D., Minister for Health and Children and I will arrange for the matter to be passed to the Department of Health and Children for attention.

Enda Kenny (Mayo, Fine Gael)
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Question 154: To ask the Minister for Education and Science the progress to date on the provision of an autistic unit for County Mayo arising from an application lodged by concerned parents; and if she will make a statement on the matter. [19226/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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As the Deputy will be aware, my Department's position is 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 informs 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.

In excess of 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 application referred to by the Deputy is for inclusion in a pilot scheme that was 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.

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.