Gerry Adams (Louth, Sinn Fein)
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Question 250: To ask the Minister for Education and Skills his policy regarding the teaching of children with autism; if he has a specific policy approach to this issue; if it is available to the public; and if he will make a statement on the matter. [1334/12]

Gerry Adams (Louth, Sinn Fein)
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Question 251: To ask the Minister for Education and Skills his policy in relation to ABA education for children with autism; the level of funding given by to ABA education; the amount given in 2007, 2008, 2009, 2010, 2011; the amount that will be given in 2012; his views in relation to the reasons behind the closure of ACHIEVE ABA; the steps put in place to cater for children who formerly attended Achieve ABA following its closure; and if he will make a statement on the matter. [1335/12]

Ruairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 250 and 251 together.

A proposal for an academy for children with autism was submitted to my Department for consideration last year by Achieve ABA. This was one of a number of proposals which were submitted to my department and which were not approved for a variety of reasons, including the ready availability of placements for children with autism in state funded schools locally. My Department had no direct funding arrangements with the group in question.

Consideration of this proposal took account of my Department's policy in this regard which 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.

The Deputy will be aware that the National Council for Special Education (NCSE) is responsible for the provision of a range of educational services at local and national level for students with special educational needs. In particular, its network of Special Education Needs Organisers (SENOs) co-ordinates special needs education provision at local level and arranges for the delivery of special educational services. The SENOs act as single points of contact for parents of students with special educational needs.

Another specific function of the SENO is to identify appropriate educational placements for children with special educational needs. SENOs are a valuable source of support to parents who are actively sourcing a placement for their children.

The NCSE have been fully engaged in securing placements for the eight children who formally attended Achieve. The NCSE has advised my Department that four of the children in question have enrolled in their new schools and placements remain available for the other children. The NCSE continues to be available to the parents of these children for assistance with regard to available placements and the National Educational Psychological Service (NEPS) have also offered their services to assist in this regard.

My Department's policy on autism strives to ensure that a continuum of special education provision is available as required for children with special educational needs. 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. 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.

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. 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. My Department was also mindful of contributions of many others experts at international conferences/visits.

Children in special classes have the benefit of fully-qualified teachers who are trained in educating and developing children generally and who have access to additional training in autism-specific approaches, including ABA. The level of such training available to teachers has improved dramatically in recent years and has been a major priority for the Government. However, my Department does not accept – based on research, advice and best practice – that ABA should be the only intervention used. It is important that children have access to a range of approaches so that their broader needs can be met. By enabling children in special classes to have access to a range of methods, including ABA, the Government is doing what we are advised is in the best interests of such children.

My Department supports some 450 special classes for autism attached to mainstream and special schools and 18 special schools for children with autism throughout the State. 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 ABA through the Special Education Support Service. The cost of continuing professional development for ABA exclusively is not readily available. The Deputy will be aware that an ABA pilot scheme was funded by my Department for the past decade. In the last full year of the scheme, prior to the grant of recognition of the schools, the full cost of the scheme was approximately €11m which covered the costs of the 13 centres. 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. All 13 of the centres which participated in the pilot scheme have been granted recognition as special schools for children with autism. These schools are operating in line with my Department's policy.