Simon Harris (Wicklow, Fine Gael)
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70. To ask the Minister for Education and Skills if his attention has been drawn to the issue of isolation or withdrawal rooms in ASD units in national schools here; and if he will make a statement on the matter. [7044/14]

Ruairi Quinn (Dublin South East, Labour)
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I wish to advise the Deputy that the Board of Management of each school is responsible for the care and safety of all of the pupils in their school. Schools should supervise and support children who are distressed or out of control until they have recovered and are able to re-engage in the classroom. Schools may seek advice from their local National Educational Psychological Service (NEPS) psychologist, from their NCSE Special Educational Needs Organiser, or from the National Behavioural Support Services, as to how children with behavioural needs can best be supported in school. Some schools withdraw pupils occasionally from the main classroom for short periods of time in order to provide such support/to manage pupil behaviour if they are exhibiting behaviours which may be a danger to themselves and others.

The Department has recently published new Guidelines for Schools on Supporting Students with Behavioural, Emotional, and Social difficulties and training is available for schools in relation to the provision of support for children with special educational needs from the Special Education Support Services (SESS), who can, as part of their designated training modules, provide guidance for schools in relation to containment or management measures for difficult behaviour. My Department has asked the National Council for Special Education (NCSE) to prepare Policy Advice on Educational Provision for Children with Autism Spectrum Disorders. In developing this policy advice, the NCSE will consult widely with parents, professionals and other stakeholders and interested parties while also conducting research in relation to this area. The NCSE will consider the issue of the use of withdrawal/isolation rooms in schools for children with autism in the context of the policy advice.

Where a parent or any other person has concerns about the care or safety of a child they should report these concerns to the Board of Management of the school, or may report the matter as a child protection concern to the HSE or to the Department of Education and Skills.

Simon Harris (Wicklow, Fine Gael)
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71. To ask the Minister for Education and Skills if his attention has been drawn to the number of schools that have constructed small, safe spaces as per the school design guide for ASD units; and if he will make a statement on the matter. [7045/14]

Ruairi Quinn (Dublin South East, Labour)
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My Department has produced technical guidance documentation, which provides information on space planning and design for school authorities and designers in the provision of permanent accommodation for pupils with special educational needs. Schools withdraw pupils occasionally from the main classroom for short periods of time in order to provide such support/ manage pupil behaviour if they are exhibiting behaviours which may be a danger to themselves or others until they are able to re-engage in the classroom.

My Department has asked the National Council for Special Education (NCSE) to prepare policy advice on educational provision for children with Autism Spectrum Disorders. In developing this policy advice, the NCSE will consult widely with parents, professionals and other stakeholders and interested parties, while also conducting research in relation to this area. As part of the process to develop this policy advice, the NCSE will consider the issue of the use of withdrawal rooms/safe spaces in schools for children with autism.

Simon Harris (Wicklow, Fine Gael)
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72. To ask the Minister for Education and Skills if he will consider mandatory training for teachers assigned to ASD units in national schools. [7046/14]

Ruairi Quinn (Dublin South East, Labour)
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Under the Teaching Council Act 2001, the Teaching Council is the body with statutory regulatory authority for the professional registration of teachers. The Council sets standards of entry to the profession and accredits initial teacher education programmes. I am satisfied that primary teachers are qualified to teach in a wide range of school environments including ASD units.

In the Education (Amendment) Act 2012, the Teaching Council Act 2001 was amended to enable the Council to regulate for conditions for renewal of teacher registration including attendance at programmes of continuing education and training. When Section 39 is commenced, the Council will have authority to review and accredit programmes providing continuing training and professional development for teachers.

My Department currently provides for a comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs. The Special Education Support Service (SESS) provides evidence based support for teachers of pupils across a wide range of special educational needs including ASD having regard to best practice. A range of specialist programmes are available nationally. Practice in this area continues to develop and evolve as new research 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 have commissioned research which will inform the advice. I expect that the NCSE final report will reflect the broadest possible range of views and provide recommendations which will assist the development of policy for future years.