Ciarán Lynch (Cork South Central, Labour)
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Question 382: To ask the Minister for Education and Science the alternatives available to a person (details supplied) in County Cork who has been discouraged from taking a place in their local secondary school; and if she will make a statement on the matter. [10143/08]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department through the National Council for Special Education (NCSE) provides resources to schools to support students with special educational needs (SEN). It is open to schools, including the school in question, to submit an application to the local Special Educational Needs Organiser (SENO) for such support where the school's existing resources cannot meet the needs of students with SEN. The school can then use its professional judgement to decide how this support is used to ensure that the student's needs are met. In some instances, schools may need to consider adapting the curriculum to facilitate a student's access. The school in question has the support of a psychologist from the National Educational Psychological Service (NEPS) and it is open to the school to seek advice from this service in the context of how it can facilitate the enrolment of students with SEN should it consider it needs such advice.

The parent may also contact their local SENO directly to discuss their child's SEN, using the contact details available on www.ncse.ie or by telephoning the NCSE at 046 9486400. I wish to advise the Deputy that the matter of the enrolment of a pupil in a school is a matter for the Board of Management of the school. My Department has no role in relation to processing applications for enrolment by schools. Where a school refuses to enrol a pupil, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to the Secretary General of my Department. Where an appeal under Section 29 is upheld, the Secretary General of my Department may direct a school to enrol a pupil.

Brian Hayes (Dublin South West, Fine Gael)
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Question 383: To ask the Minister for Education and Science if she will confirm that children with Downs syndrome are required by her Department to have professional assessments undertaken prior to entering mainstream primary education; and if she will make a statement on the matter. [10144/08]

Brian Hayes (Dublin South West, Fine Gael)
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Question 384: To ask the Minister for Education and Science if she will confirm that where a recommendation has been made by clinical psychologists for specific resource teaching for children with Downs syndrome, her Department automatically responds to this recommendation; if her attention has been drawn to the cases within her Department where such recommendations have not been implemented; and if she will make a statement on the matter. [10145/08]

Brian Hayes (Dublin South West, Fine Gael)
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Question 385: To ask the Minister for Education and Science if she will confirm that every child with Downs syndrome within mainstream primary school schooling has specific resource teaching hours; the number of children with Downs syndrome who are currently in a mainstream school; and if she will make a statement on the matter. [10146/08]

Billy Timmins (Wicklow, Fine Gael)
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Question 407: To ask the Minister for Education and Science the position in relation to the learning support and resource teacher allocation for Downs syndrome children in mainstream schools (details supplied); if she will review the situation; and if she will make a statement on the matter. [10405/08]

Brian Hayes (Dublin South West, Fine Gael)
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Question 414: To ask the Minister for Education and Science the number of children with Down's syndrome who are currently in a mainstream classroom setting; her views on whether the general allocation model does not properly provide for specific help and resources to such children and that all children with Down's syndrome require one to one education for a minimum of three hours per week, as a means of helping those children with their specific learning difficulties; and her position in relation to this matter. [10474/08]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 383 to 385, inclusive, 407 and 414 together.

As the Deputies are aware, my Department has put in place a range of teaching and care supports for children with special educational needs, including those with Down syndrome. The professionally-assessed needs of the individual child determine the appropriate model of response in each case. Children with Down syndrome are entitled to additional provision in school, either under the terms of the general allocation system for children with high incidence special needs or through an allocation of additional resources if the child is assessed as being within the low incidence category of special need. In circumstances where a Downs syndrome child has other associated needs and would fall into the low incidence disability categories, this may automatically attract an individual resource teaching allocation.

The number of additional teaching hours allocated would range from three to five hours per week depending on the pupil's special educational needs including the level of general learning disability. Applications for such support are made through the local Special Educational Needs Organiser (SENO) by the school. The NCSE operates within the policy parameters outlined in my Department's circulars in allocating these supports.

The general allocation system for primary schools was put in place in September 2005, so that children with high incidence special needs such as mild general learning disability could get resource teaching support at school without the need for an individual assessment in each case. All schools have been allocated resource teaching hours, depending on their enrolment levels. It is a matter for each school to determine the pupils with high incidence special education and learning support needs that will receive this support. The school can then use its professional judgement to decide how these hours are divided among the pupils in the school, to ensure that all their needs are met. Research shows that some pupils with special needs will respond better with one-to-one tuition. Others, however, do better when taught in small groups.

When the general allocation model commenced, a commitment was made to review the model after three years of operation. This review will commence shortly. Information in relation to Down syndrome pupils in receipt of high incidence support is held locally by the individual schools and therefore details on the number of Down syndrome children in mainstream classroom settings is not available in my Department. I am satisfied that the mechanisms are in place to provide appropriate resources for children with special needs in our schools, including those with Downs syndrome.

Brian Hayes (Dublin South West, Fine Gael)
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Question 386: To ask the Minister for Education and Science the reason her Department only provides a summer education programme, normally in July, to children with autism, but excludes other children with special needs, specifically those with Downs syndrome, ADHD or dyspraxia; if she will confirm that all special schools here have taken up the summer programme in recent years; and if she will make a statement on the matter. [10147/08]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department's support package for the July Education Programme is available to all special schools and mainstream primary schools with special classes catering for children with autism who choose to extend their education services through the month of July. The Department also provides for a July Programme for pupils with a severe/profound general learning disability. The package includes special nationally agreed rates of remuneration for teachers and special needs assistants involved in the July Programme. Participating schools also receive a special rate of capitation funding in respect of pupils participating in the programme. Funding is also available to facilitate the provision of school transport and escort services for the children.

All relevant schools are encouraged to participate in this initiative in the interest of the children in question. In the region of 80 schools participated in this scheme in 2007. If schools are not participating in the July Education Programme, home tuition may be offered as an alternative for the pupils who would normally attend such schools.

Brian Hayes (Dublin South West, Fine Gael)
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Question 387: To ask the Minister for Education and Science the training special needs assistants have in respect of the provision of ABA within the new special classes that she is establishing here; if it is specifically referred to in their contract of employment; and if she will make a statement on the matter. [10148/08]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The Department of Education and the National Council for Special Education have been working very hard to ensure that all autistic children have access to an education that is appropriate to their own individual needs. Whereas a few years ago, most parents of children with autism had no choice but to send them to a special school, now they have three distinct choices available to them. Their child can either attend a mainstream class in their local school with additional supports as required, they can attend a special class in a mainstream school or they can attend a special school. While some children with autism can thrive in a mainstream class, special classes have been specifically designed to meet the needs of those who require more intensive support.

Children in these classes benefit from having fully-qualified teachers who have access to training in a range of autism-specific interventions, including Applied Behavioural Analysis (ABA), the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) and the Picture Exchange Communication System (PECS). Teachers who are familiar with different methods, can tailor these to the needs of the individual child, rather than being limited by one approach. Children in mainstream schools also have the option where appropriate of full/partial integration and interaction with other pupils.

SNA's attached to special classes for autism may access training through the Special Education Support Service (SESS). As part of the overall training plan, approaches for children with ASD, including the Applied Behaviour Analysis approach is included. All schools recognised by my Department are expected to enter into a contract of employment with SNAs recruited in their school. The contract of employment is a matter between the individual Board of Management and SNA. It is expected that the training needs of existing or newly recruited SNAs identified by a school for these classes can be addressed through the SESS.

Brian Hayes (Dublin South West, Fine Gael)
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Question 388: To ask the Minister for Education and Science the number of parents her Department recently corresponded with in respect of a proposal from her Department to remove the home tuition grant while offering those parents a place for their child in the new special classes for children with autism that are being established or have been established; the number of the parents in question who have informed her that they are prepared to move their child to such classes; and if she will make a statement on the matter. [10149/08]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The Home tuition scheme provides funding to parents to provide education at home for children who, for a number of reasons such as chronic illness, are unable to attend school. The scheme was extended in recent years to facilitate tuition for children awaiting a suitable educational placement.

Home tuition funding cannot be provided indefinitely in respect of children who have school placements available to them. My Department has corresponded with 13 families for which a suitable place is available. The Department offered the home tuition grant at a reduced rate in order to facilitate the transitioning of the pupils concerned into mainstream and autism classes. To date, my Department has received confirmation that 5 families will accept this provision. The proposed transition arrangements are due to commence after the Easter Holidays.

Brian Hayes (Dublin South West, Fine Gael)
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Question 389: To ask the Minister for Education and Science the number of the 270 special classes for children with autism which have been sanctioned by her Department currently open; when she expects the remaining number of classes to be open; and if she will make a statement on the matter. [10150/08]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The Department of Education and the National Council for Special Education have been working very hard to ensure that all autistic children have access to an education that is appropriate to their own individual needs. Whereas a few years ago, most parents of children with autism had no choice but to send them to a special school, now they have three distinct choices available to them. Their child can either attend a mainstream class in their local school with additional supports as required, they can attend a special class in a mainstream school or they can attend a special school. While some children with autism can thrive in a mainstream class, special classes have been specifically designed to meet the needs of those who require more intensive support.

Children in these classes benefit from having fully-qualified teachers who have access to training in a range of autism-specific interventions, including Applied Behavioural Analysis (ABA), the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) and the Picture Exchange Communication System (PECS). Teachers who are familiar with different methods, can tailor these to the needs of the individual child, rather than being limited by one approach. Children in mainstream schools also have the option where appropriate of full/partial integration and interaction with other pupils.

In excess of 275 autism-specific classes have now been approved around the country, at primary and post primary level by my Department in conjunction with the National Council Special Education (NCSE), while more are being set up as required. 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 on a case by case basis. In addition, there are in the region of 2,100 children with autism who are receiving additional teaching and/or special needs assistant support in mainstream schools.

The National Council for Special Council will continue to establish additional autism classes where the need arises in both mainstream primary and post-primary schools. I understand that 5 of the classes sanctioned have yet to open and that the preparatory work is in progress to facilitate their opening.