Bernard Durkan (Kildare North, Fine Gael)
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Question 147: To ask the Minister for Education and Science if her attention has been drawn to the concerns of the parents of children with autism with particular reference to their ongoing educational and development needs; the extent to which she has or will meet these concerns and requirements in early date; and if she will make a statement on the matter. [21919/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The Deputy will be aware of my commitment to ensuring that all children, including those with autism, receive an education appropriate to their needs. I am determined to ensure that all children get the support they need to reach their full potential. I am particularly conscious that the parents of children with special needs are under much pressure and give much dedicated time and commitment to their children. It is also true that the record of the State over decades in providing for children with special needs was very poor and that we are still playing catch-up. However, significant advances have been made in recent years, improving the lives of children with special needs and their families.

With regard to specific provision for children with autism, the Government believes that as each child with autism is unique; such children 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. An issue of contention which arises is whether one particular methodology should be the dominant in some settings.

Advice received from international experts on autism, the National Educational Psychological Service and the inspectorate inform the Department of Education and Science'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, also supports this approach, and 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, the Government is doing what we are advised is in the best interests of such children.

The use of ABA as part of the range of interventions is particularly useful for addressing behavioural issues. The Department of Education and Science therefore supports the use of ABA and training is provided for teachers in its use. However, the 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.

It is important that children have access to a range of methods so their broader needs can be met. Children in special classes have the benefit of fully-qualified teachers 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 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.

In excess of 265 autism-specific classes have now been approved around the country at primary and post primary level, while more are being set up all the time. At primary level 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.

Again I reiterate my commitment to ensuring that all children including those with special needs can have access to an education appropriate to their needs.