David Stanton (Cork East, Fine Gael)
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Question 353: To ask the Minister for Education and Science the position, views or opinions, of the National Council for Special Education on the provision of applied behavioural analysis education for autistic children; if she will outline same; and if she will make a statement on the matter. [7924/08]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The National Council for Special Education has not submitted any advice to me in relation to the provision of applied behavioural analysis. However, the Task Force on Autism advised that my Department makes available a range of approaches and resources to meet the unique needs of each student with an ASD in all school settings. Advice received from international experts on autism, the National Educational Psychological Service and the inspectorate supports this approach, and autism societies in other countries also caution against relying on just one intervention. By enabling children in special classes to have access to a range of methodologies, including ABA, the Government is doing what we are advised is in the best interests of such children.

My Department supports the use of ABA and training is provided for teachers in its use. 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 significantly improved in recent years and is a major priority for the Government. Children in special classes in mainstream schools 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 277 autism-specific classes have now been approved around the country at primary and post primary level and the National Council for Special Education will continue to establish more such classes where the need arises. At primary level there is a maximum of six children in each special class with a teacher and at least two special needs assistants (SNAs). Extra assistants are provided where the children need them. An individual child can have access to full-time support from an individual SNA if he or she needs one.