John Cregan (Limerick West, Fianna Fail)
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Question 183: To ask the Minister for Education and Science the names and locations of Acorn ABA schools in Dublin; and the locations on the northside that are being examined for further developments. [19461/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department is aware that there is an application on hand for inclusion in the ABA pilot scheme from an Acorn ABA group. However, my Department is not aware of this centre being established or its location other than the group envisages that it will be located in the Malahide area.

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.

John Cregan (Limerick West, Fianna Fail)
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Question 184: To ask the Minister for Education and Science if she will clarify situation in relation to the use of resource teachers; if they are purely for use with remedial children; and if their use on gifted children is allowed. [19462/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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Learning support resource teachers and resource teachers provide support to pupils with the lowest attainment levels and special educational needs arising from a disability. They do not provide a service to gifted children.

In general, schools at both primary and second level may use strategies such as curriculum differentiation, curriculum enrichment and acceleration to facilitate the development of pupils who are exceptionally able.

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. This year's grant is €95,000.

My Department will be considering, in line with the Programme for Government commitment, how best to further improve services for gifted children.