Billy Timmins (Wicklow, Fine Gael)
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Question 160: To ask the Minister for Education and Science the position in relation to person (details supplied); if funding will be provided as a matter of urgency in order that they can receive the education they need in north Wicklow; and if she will make a statement on the matter. [19368/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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As the Deputy may 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 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 recognised 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. Places in such classes are available in Wicklow.

The children referred to by the Deputy currently attend a specialist school which specifically caters for children of primary school age who are on the autistic spectrum. The school to which he refers is not sanctioned to cater for children on the autistic spectrum who are of primary age nor did my Department sanction an exclusive ABA-based facility in this school.