Regina Doherty (Meath East, Fine Gael)
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Question 166: To ask the Minister for Education and Skills his policy on educating children with autism; if this Deputy will be furnished with a copy of same; the research underpinning same; and the date it was originally published. [22919/11]

Ruairi Quinn (Dublin South East, Labour)
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The Deputy will be aware that policy can be expressed and manifested through a variety of forms. Explicitly, it is communicated via legislation, regulations, rulings, orders, plans, strategies, policy statements, and other forms – or through a combination of these. Therefore the Deputy will appreciate that specific policies and objectives are not always articulated in just one document.

In response to a previous request from the Deputy regarding my Department's policy on autism I outlined how my Department strives to ensure that a continuum of special education provision is available as required for children with special educational needs. In line with this approach the policy is to promote a child-centred approach to education of all children with special educational needs including those with autism. As each child with autism is unique they should have access to a range of different approaches to meet their individual needs.

Children with autism present with a wide range of needs. Some children are capable of being fully integrated into mainstream schools without additional teaching or care supports. Others are able to attend mainstream schools but need additional teaching and/or care assistance. Many are best enrolled in autism-specific classes where more intensive and supportive interventions are required. Some may move from one setting to another as they get older and differing needs/strengths/abilities emerge.

The preferred policy of my Department is that children with autism are educated in school settings where children may have access to individualised education programmes (IEPs), fully-qualified professional teachers, special needs assistants, the appropriate school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with other pupils. Autism classes are established with a staffing ratio of 1 teacher and a minimum of 2 Special Needs Assistants (SNAs) for every 6 children. Other SNAs may be allocated if required to meet the care needs of the children. Start-up grants are provided to the schools to enable special equipment to be purchased. Enhanced capitation is paid in respect of each child and assistive technology is funded where this is recommended. This approach promotes the maximum level of inclusion which accords with the intent of the EPSEN Act.

While some children may be able to attend a mainstream class, for others the most appropriate provision may be in a special class or unit in the school or in a special school. My Department supports provision in mainstream schools, some 430 special classes for autism attached to mainstream and special schools and 18 special schools for children with autism throughout the State which cater for the educational needs of some 5,000 children with autism, all of which operate within the policy parameters. This policy is based on advice received from international experts on autism, NEPS, the Inspectorate and the report of the Irish Task Force on Autism.

My Department is satisfied that research does not support the exclusive usage of any one approach as a basis for national educational provision for children with autism. It is for this reason that my Department's preferred policy is for a child centred approach where the approach to be taken is based on the individual child's needs. In arriving at the preferred policy which is currently in place, my Department has considered published research, including the Report of the Task Force on Autism (2001) and the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (2006), both of which are available on my Department's website has also informed the policy. My Department was also mindful of contributions of many others experts at international conferences/visits have also informed the development views.