Written answers

Tuesday, 6 May 2014

Department of Education and Skills

Autism Support Services

Photo of Tommy BroughanTommy Broughan (Dublin North East, Labour)
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192. To ask the Minister for Education and Skills further to his reply to Parliamentary Question No. 247 of 15 April 2014, wherein he stated that he is aware of the nature and duration of the courses provided by the SESS, if he is aware that the duration of the courses offered on ABA is a maximum of five days; and the reason he deems this to be a sufficient amount of time to train teachers to effectively implement ABA in their classrooms. [20281/14]

Photo of Tommy BroughanTommy Broughan (Dublin North East, Labour)
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195. To ask the Minister for Education and Skills further to his reply to Parliamentary Question No. 247 of 15 April 2014, wherein he stated that he is satisfied that primary teachers are qualified to teach in autism specific classes, the specific parts of the teacher’s training received during their studies to achieve qualifications to become primary teachers which are specifically related to teaching individuals with autism, and teaching in environments such as autism specific classes as opposed to a mainstream classroom environment. [20284/14]

Photo of Ruairi QuinnRuairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 195 and 192 together.

Providers of Initial Teacher Education (ITE) are responsible for content and development of their programmes. Providers must have regard to the Criteria and Guidelines published by the Teaching Council, the statutory body with responsibility for the regulation of the teaching profession. All ITE Programmes are subject to ongoing review by the Council in accordance with the Criteria. It is the aim of the Council that teachers are competent to teach in the different teaching environments and are prepared to be lifelong learners continually adapting to enable them to support their students in achieving their full potential. Graduates from primary ITE Bachelor of Education courses are recognised to teach in all primary schools.

Policy on the programmes, interventions and supports for children in education is a matter for my Department. Decisions in this regard are informed by evidence based research and advices received covering a range of matters including pedagogy, school curriculum, special educational needs and child development. The role of the SESS is to attend to the training needs of teachers on foot of these decisions. In selecting and developing suitable programmes, the service is guided by advices from my Department, aegis bodies of the Department where appropriate, relevant research and best practice.

The SESS has developed the Contemporary Applied Behaviour Analysis (C-ABA) Course under the direction of Dr Patsy Daly. This course provides an introduction to ABA for practising teachers in special education settings in Irish schools. The course trains teachers to 'design, implement and evaluate' interventions to change the behaviour of students in their care. My Department is satisfied 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. It is important that children have access to a range of approaches so that their broader needs can be met. While ABA helps to improve behaviour, other approaches, such as Treatment and Education of Autistic Communication Handicapped Children (TEACCH) and Picture Exchange Communications System (PECS) are just as important in developing children's communication and speech skills.

Photo of Tommy BroughanTommy Broughan (Dublin North East, Labour)
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193. To ask the Minister for Education and Skills further to his reply to Parliamentary Question No. 247 of 15 April 2014, wherein he noted that the SESS is not involved in the supervision of the implementation of ABA, if there is a person or organisation associated with his Department who has responsibility for the implementation of ABA in the classroom. [20282/14]

Photo of Tommy BroughanTommy Broughan (Dublin North East, Labour)
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194. To ask the Minister for Education and Skills further to his reply to Parliamentary Question No. 247 of 15 April 2014, wherein he states that there is no circular on the use of ABA in autism classes, the reason this is the case. [20283/14]

Photo of Ruairi QuinnRuairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 193 and 194 together.

As the Deputy is aware my Department's position is that as each child with autism is unique, they should have access to a range of different approaches to meet their individual needs. Applied Behavioural Analysis, or ABA, is one of the approaches used in special classes for children with autism.

The use of ABA as part of the range of interventions is particularly useful for addressing behavioural issues. My Department supports the use of ABA and training is provided for teachers in its use. Other approaches, such as Treatment and Education of Autistic Communication Handicapped Children (TEACCH), Picture Exchange Communications System (PECS) are also used 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. It is not the practice to issue a circular on each approach used in the classroom setting.

As outlined in my previous response, in accordance with the Education Act 1998, the Board of Management is the body charged with the direct governance of a school with the responsibility of operating the school efficiently and effectively. In line with the Act the principal teacher is responsible for the day to day management of the school including the guidance and direction of the teachers and other staff. Furthermore my Department's inspectorate has a role in evaluating, advising and supporting schools in all aspects of teaching and learning.

The NEPS service to all schools, including schools where there are ASD classes, is progressed through the Continuum of Support Guidelines which encompasses a graduated problem solving model of assessment and intervention. NEPS service is planned and delivered following planning meetings in schools where needs are prioritised. In addition to case work, NEPS supports schools in developing more systemic and preventative approaches to meeting the needs of pupils with SEN in line with priorities highlighted in the planning meetings. Therefore there is not one person or organisation who has responsibility for the implementation of ABA in the classroom.

Photo of Tommy BroughanTommy Broughan (Dublin North East, Labour)
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196. To ask the Minister for Education and Skills further to his reply to Parliamentary Question No. 248 of 15 April 2014, the support or advice required to assist in the development of ASD classes during the opening of each of these classes; and the support that was provided specifically by the NCSE, SENOs, NEPS and the inspectorate. [20285/14]

Photo of Tommy BroughanTommy Broughan (Dublin North East, Labour)
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197. To ask the Minister for Education and Skills further to his reply to Parliamentary Question No. 248 of 15 April 2014, in view of the scale of a project such as opening more than 500 autism units throughout the country, the way and the reason it was determined that no policy documents or project plan was required to ensure consistency in practice while undertaking such a significant project. [20286/14]

Photo of Ruairi QuinnRuairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 196 and 197 together.

As outlined in my response to the Parliamentary Question on April 30th there are a range of supports available to schools in which the ASD classes operate. The supports in question are again outlined below with reference to the service each service provider specifically provides; it is not possible to be specific as the level of support that each school received as this information is not compiled by my Department. These supports in addition to appropriate departmental circulars and guidelines ensure consistency in practice without the need for a specific project plan for these schools.

The comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs including teachers of children with autism is provided by the Special Education Support Service (SESS). The SESS specifically targets schools with newly approved autism classes for support and continues to provide on-going support through CPD. The NCSE local network of Special Educational Needs Organisers provide support to schools in relation to the establishment of special classes. SENOs may support schools by meeting with Principals to provide information on the resources and supports available for schools which may include, for example, access to specialist staff training. SENOS liaise with NEPs personnel at local level, where appropriate, to inform Principals.

The NEPS service to all schools, including schools where there are ASD classes, is progressed through the Continuum of Support Guidelines which encompasses a graduated problem solving model of assessment and intervention. NEPS service is planned and delivered following planning meetings in schools where needs are prioritised. In addition to case work, NEPS supports schools in developing more systemic and preventative approaches to meeting the needs of pupils with SEN in line with priorities highlighted in the planning meetings.

My Department's inspectorate has a role in evaluating, advising and supporting schools and the Deputy may be interested in their evaluation of educational provision for children with autism spectrum disorders which is available on my Department's website www.education.ie. The website also has details of general guidelines and circulars with regard to the Inclusion of Students with Special Educational Needs in our schools.

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