Finian McGrath (Dublin North Central, Independent)
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To ask the Minister for Education and Skills if he will support the attached (details supplied). [37708/12]

Ruairi Quinn (Dublin South East, Labour)
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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.

The Deputy will be aware that the establishment of a 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 540 classes have now been approved around the country at primary and post primary level, including many in special schools. Thirteen new special schools for children with autism were granted official recognition in 2010 having been funded by my Department as centres in a pilot project for a number of years.

This policy is based on advice received from international experts on autism, NEPS and the Inspectorate. 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 other experts at international conferences/visits have also informed the development views.