Peter Mathews (Dublin South, Fine Gael)
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Question 100: To ask the Minister for Education and Skills his plans to make a start on the implementation of the 2001 Government task force report on autism; and if he will make a statement on the matter. [8148/11]

Ruairi Quinn (Dublin South East, Labour)
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The Deputy will be aware that in its October 2001 report, the Task Force on Autism made many recommendations concerning broad educational provision for children on the autistic spectrum from pre-school through to third level. I am pleased to advise the Deputy that these recommendations have provided a basis for the development of educational services and supports for children with autism including the establishment of a range of options for children with autism spectrum disorders, training for teachers in autism-specific approaches and interventions and early educational intervention. In responding to the recommendations, my Department has given priority to implementing the core legislative and structural measures required to underpin service development and delivery.

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, 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. For example 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 and as recommended by the Task Force on Autism 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.