Clare Daly (Dublin North, Socialist Party)
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Question 180: To ask the Minister for Education and Skills the names of the experts who provided him with his working definition of ABA, as outlined in a previous reply on 24 November 2011; and if he will provide one peer-reviewed research paper which finds the eclectic model of intervention for a child with autism, to be more effective than a model based on the principles of the science of ABA. [41245/11]

Clare Daly (Dublin North, Socialist Party)
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Question 181: To ask the Minister for Education and Skills the reason no average cost per pupil has been evaluated in the State's special schools in view of the variance in costs across the different schools; and the reason the proposals submitted by Achieve ABA at less than 20% of the average on similar places was not considered. [41246/11]

Ruairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 180 and 181 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.

I have already clarified for the Deputy that 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. The report of the Taskforce includes a comprehensive list of contributions.

As already advised, it is not possible to exhaustively list all of the contributions and contributors who have informed and influenced the Department of Education and Skills position on educational provision for children with autism.

I wish to advise the Deputy that the staffing of special schools is determined by reference to the recommendations outlined in the Report of the Special Education Review Committee, 1993, also known as the SERC Report. The pupil to teacher staffing ratios in Special Schools range from 6:1 to 11:1, depending on the category of disability. The allocation of Special Needs Assistants per special school class also varies, depending on the disability categorisation of the class, and the individual needs of pupils. The staffing ratios for special schools in respect of the various disability categorisations, based on SERC recommendations, are set out in my Departments Circular 0038/2010.

Given the different supports involved it is difficult to estimate a definitive average cost per pupil of pupils attending special schools. The approximate cost per pupil attending Special Schools in respect of teaching, Special Needs Assistant and capitation costs is €22,185 per pupil per annum. Additional costs relating to school buildings, transport, the July Programme, the National Educational Psychological Society (Neps) the Special Education Support Service (SESS) and assistive technology support also arise and are not included in this figure.