Brendan Ryan (Dublin North, Labour)
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Question 74: To ask the Minister for Education and Skills the position regarding constraints in the provision for special needs education for children with autism; the position regarding whether schools (details supplied) will be adequately funded and staffed for the next year; and if he will make a statement on the matter. [16889/11]

Ruairi Quinn (Dublin South East, Labour)
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The details supplied by the Deputy refer to two separate issues - the staffing of a school in the inner city of Dublin for the 2011/2012 school year and a decision taken by my Department on a proposal for funding from a centre on the north-side of Dublin.

I understand that the National Council Special Education is presently engaging with the Board of Management of the school in question in the inner city regarding the future of the school taking into account current and expected pupil enrolments.

My Department took a decision not to provide funding to support the centre referred to by the Deputy as the proposal submitted was not in line with my Department's policy on educational provision for children with autism. I wish to clarify for the Deputy that my Department has no direct funding arrangements with the centre.

As the Deputy is aware 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.

Following their recognition the new schools are currently progressing well in the transitional phase. Twelve schools have opened and the remaining school is 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 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.