Clare Daly (Dublin North, Socialist Party)
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228. To ask the Minister for Education and Skills if he or his Department has consulted with any of the following organisations, the Behaviour Analyst Certification Board, Applied Behaviour Analysis International, the Psychology Society of Ireland's Division of Behaviour Analysis, the European Association for Behaviour Analysis with regard to his policy on the utilisation of applied behaviour analysis for children with Autism. [27226/13]

Ruairi Quinn (Dublin South East, Labour)
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Various contributions and consultations have informed my Department's policy on the education of children with autism, which is based on the advice of international experts on autism, NEPS, the Inspectorate, an analysis of research and the report of the Irish Task Force on Autism. My Department is not aware of Applied Behaviour Analysis International. It has been and remains open to other bodies, including those to whom the Deputy has referred, to make representations or contributions to my Department or the NCSE. My Department's policy is focused on ensuring 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 or 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 or 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.

With regard to Applied Behaviour Analysis, the position is that there is no definitive or universally accepted research which supports the use of one intervention exclusively for all children with autism. However, research does support the use of any of a range of autism-specific interventions depending on the individual needs of the child. My Department is conscious of the need to adapt existing policies and to develop new policies as new research or learning becomes available. The National Council for Special Education has a formal role under Section 20.1(j) of EPSEN to advise the Minister "in relation to any matter relating to the education of children and others with disabilities". I have requested the NCSE to prepare Policy Advice on the Educational Provision for Children with Autism Spectrum Disorders. The NCSE has commissioned research which will not be finalised until mid to late 2014. I expect that this research will inform much of the work in preparing the policy advice. Accordingly, it is not expected that the report will be finalised until early 2015.