Jonathan O'Brien (Cork North Central, Sinn Fein)
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75. To ask the Minister for Education and Skills if he will provide details of the training available to teachers through the Special Education Support Service in teaching children with autism including ABA, TEACCH, and PECS; the length of these courses; the number of teachers who have applied for and the number who have participated in them during each of the past three years; and if he will make a statement on the matter. [9743/14]

Jonathan O'Brien (Cork North Central, Sinn Fein)
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76. To ask the Minister for Education and Skills the number of postgraduate programme places for teachers involved in learning support and special education; and the number of teachers who have availed of these places during each of the past three years. [9744/14]

Ruairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 75 and 76 together.

My Department provides for a comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs including teachers of children with Autism Spectrum Disorder (ASD). Central to this is the Special Education Support Service (SESS) which was established in September 2003. The brief of the SESS is to enhance the quality of learning and teaching of students with special educational needs through the provision of CPD and support for teachers in mainstream schools, primary and post-primary special schools, and special classes.

My Department has satisfied itself that research does not support the exclusive usage of any one approach as a basis for national educational provision for children with autism. It is for this reason that the preferred policy is for a child centred approach based on the individual child's needs. This approach is supported by ongoing monitoring of educational objectives to determine whether a child is benefiting from a particular intervention or range of interventions and to allow for appropriate adjustment to objectives and strategies. Reflective of the important role of CPD, my Department, through SESS, has put in place a training programme for teachers in autism-specific interventions including Treatment and Education of Autistic Communication Handicapped Children (TEACCH) and Picture Exchange Communications System (PECS).

Provision by SESS for CPD in relation to Applied Behaviour Analysis (ABA), within the learning and teaching context is as follows:

(a) Contemporary Applied Behaviour Analysis (C-ABA) Course - this course provides an introduction to ABA for practising teachers in special education settings in Irish schools. The course teaches teachers the skills to 'design, implement and evaluate' interventions to change the behaviour of students in their care. This course does not purport to prepare teachers for any level of ABA-specific qualification. In terms of academic discipline this course presents behavioural concepts and principles through the educational lens. It is a course for teachers who are enabled to combine their educational qualifications and experiences, of which psychology is a central element, with concepts and principles of ABA for application in the learning and teaching of pupils with special educational needs including pupils with ASDs. It addresses the management of behaviour that interferes with children's learning and the provision of curricular experiences that are concerned with the holistic development of each child. This course is accredited within the context of the Post-Graduate Certificate/Diploma of Continuing Professional Development for Teachers working with Students with Special Educational Needs (Autism) by the National University of Ireland Galway (NUIG).

(b) Post-Graduate Diploma in Applied Behaviour Analysis - three fully-funded places per annum are made available to eligible teachers to pursue this Diploma in Trinity College, Dublin.

(c) Applied Behaviour Analysis (on-line) Course - this is a 20-hour Applied Behaviour Analysis online course.

(d) Visits from SESS Advisors (Behaviour) Team - the team provides for school visits, support and mentoring following attendance at the C-ABA course.

Funding is also made available through the SESS support scheme enabling teachers to identify their own CPD needs and attend appropriate and relevant courses not provided directly by the SESS. The specific training and postgraduate programme detail requested by the Deputy is set out in the table. Please note that not all applicants will satisfy the eligibility criteria for course participation and-or funding.