Charlie McConalogue (Donegal North East, Fianna Fail)
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54. To ask the Minister for Education and Skills his policy regarding applied behavioural analysis intervention in the education of children with autism; and if he will make a statement on the matter. [18116/14]

Ruairi Quinn (Dublin South East, Labour)
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My Department supports the use of ABA and training is provided for teachers in its use. However, the Department does not accept, based on research, advice and best practice, that ABA should be the only approach used. While ABA helps to improve behaviour, other approaches, such as Treatment and Education of Autistic Communication Handicapped Children (TEACCH), Picture Exchange Communications System (PECS) are just as important in developing children's communication and speech skills. It is important that children have access to a range of approaches so that their broader needs can be met. As children differ significantly from one another and as children's needs vary and change over time, it is not possible to impose a method or approach that will work for all children with autism. This child centred approach is based on advice received from international experts on autism, NEPS, the Inspectorate and the report of the Irish Task Force on Autism.

The Deputy may be aware that the National Council Special Education (NCSE) is currently preparing policy advice on the education of children with autism. The NCSE have advised my Department that the Policy Advice will be delivered in the spring of 2015 and will draw upon findings gathered from an extensive consultation process which has already commenced. The advice will also draw upon the research commissioned by the NCSE as well as any other research which may be available and which the NCSE considers merits consideration. It will be open to all interested parties to contribute to the consultation process and 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.

Seán Ó Fearghaíl (Kildare South, Fianna Fail)
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55. To ask the Minister for Education and Skills the strategic plan, if any, his Department has for the provision of ASD units and or other special education units in post primary schools across the country; if he appreciates the need to ensure that such units are available in any reasonable sized post primary schools; if his attention has been drawn to the fact that SENO's are currently advising second level students to access places outside their catchment area; if he accepts that this approach will give rise to students crisscrossing regions to access special education units while such units should be available if at all possible in their local area; and if he will make a statement on the matter. [18139/14]

Ruairi Quinn (Dublin South East, Labour)
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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.

The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.

I referred the Deputy's query to the NCSE with particular reference to the establishment of places for the coming school year. NCSE advised that it is currently planning, through its local network of SENOs, for special class settings for children who cannot be educated in a mainstream class setting but who can still attend their local school in a special class with a lower pupil–teacher ratio.

SENOs have been working with local schools on a national basis over the past number of months to plan and establish special classes for children with SEN who require such placements for 2014/2015. This work is ongoing in some counties and SENOs continue to liaise and work with schools in order to meet the demand for such placements at local level.