Tommy Broughan (Dublin North East, Labour)
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Question 79: To ask the Minister for Education and Skills if he has liaised with the Department of Health in response to a proposal from a school (details supplied) in Dublin 13 for a proposed applied behavioural academy for children on the autistic spectrum in Dublin North-East; and if he will make a statement on the matter. [7036/11]

Ruairi Quinn (Dublin South East, Labour)
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I wish to advise the Deputy that a proposal for an academy for children with autism has been received by officials in my Department who will revert to the organisation in question shortly. However it is important to emphasise that the proposal will be considered in the context of my Department's policy in this regard.

My Department's policy is focused on ensuring that all children including those with autism can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network. This facilitates access to individualised education programmes, fully qualified professional teachers who may draw from a range of autism-specific interventions, including ABA, special needs assistants, and the appropriate school curriculum with the option where possible of full/partial integration and interaction with other pupils. As each child with autism is unique it is important that children have access to a range of interventions so their broader needs can be met.

My Department's policy is to provide for children with special educational needs, including autism, to be included in mainstream schools unless such a placement would not be in their best interests or the interests of the children with whom they are to be educated. Some children may be supported in a special class attached to a mainstream school. These students have the option, where appropriate, of full/partial integration and interaction with other pupils. Other children may have such complex needs that they are best placed in a special school. Students with special educational needs have access to a range of support services including additional teaching and/or care supports. In special schools and special classes, students are supported through lower pupil teacher ratios. Special needs assistants may also be recruited specifically where pupils with disabilities and significant care needs are enrolled.

Reflective of the important role of continuing professional development, my Department has put in place a training programme for teachers in autism-specific interventions including Treatment and Education of Autistic Communication Handicapped Children (TEACCH), Picture Exchange Communications System (PECS) and Applied Behaviour Analysis (ABA) through the Special Education Support Service.

The Deputy will be familiar with the ABA pilot scheme which was funded by my Department for the past decade. All of the centres which participated in this scheme have been granted recognition as special schools for children with autism. These schools will operate in line with my Department's policy. I am pleased to update the Deputy that following their recognition the new schools are currently progressing well in the transitional phase. Eight schools have opened and the remaining five are scheduled to open shortly. It is my intention to continue to support this transitional process.

The pilot scheme was established in the absence of a network of school-based special classes for children with autism which is now available. The Deputy will be aware that the establishment of this network of autism-specific special classes in schools across the country to cater for children with autism has been a key educational priority in recent years. In excess of 430 classes have now been approved around the country at primary and post primary level, including many in special schools.

The need to liaise with the Department of Health in the context of the proposal for an academy for children with autism will be considered as part of the examination of the proposal.