Michael Healy-Rae (Kerry South, Independent)
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212. To ask the Minister for Education and Skills the plan, and form of education, being put in place for children with autism, and other mental health issues, when they reach 18 years of age; and if she will make a statement on the matter. [8475/15]

Jan O'Sullivan (Limerick City, Labour)
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The policy of my Department is that children with special educational needs, including children with autism should be included where possible and appropriate in mainstream placements with additional supports provided. In circumstances where children with special educational needs require more specialised interventions, special school or special class places are also available.

Special schools are classified as primary schools and are intended to cater for children with special educational needs until they reach the age of 18. The Health Service Executive then assumes direct responsibility for young adults with special needs who are over 18.

Where special schools apply to my Department to retain pupils who, prior to reaching age 18, had embarked on courses leading to accreditation at FETAC Level 3 or above, and who require an extra year to complete such a course, my Department will provide sanction for this.

My Department may also provide sanction to special schools, subject to application, to retain a pupil for an additional year to facilitate the transition of a pupil to adult services.

Students who transfer to adult service settings can continue to participate in educational programmes through further adult educational programmes or in adult settings which are allocated resources towards educational provision.

Students can continue to participate in educational programmes through further adult educational programmes or in adult settings.

While the Department of Health and Children/Health Service Executive assumes direct responsibility for young adults with special educational needs who are over 18 years, my Department may allocate funding towards an educational component of such provision.

This is generally transacted through the co-operation hours scheme operated by Education and Training Boards (ETBs) where the local service provider makes application to the relevant ETB for tuition hours. Funding is also provided to the National Learning Network for this purpose.

Young adults with disabilities are eligible to access SOLAS mainstream services. SOLAS also contracts Specialist Training Providers, in locations country-wide, to deliver training courses to people with disabilities who require more intensive support than would be available in non-specialist training provision. Specialist training offers additional supports to learners which include individualised training and progression plans, literacy and numeracy support, longer training duration, adapted equipment, transport arrangements, enhanced programme content and enhanced trainer/learner ratio.

The Disability Access Route to Education (DARE) scheme also provides a third level admissions scheme for school leavers who have a disability or specific learning difficulty. Students who are considered to be DARE eligible may secure a college place on a reduced points basis. The Deputy may be aware that the NCSE is currently preparing policy advice on the education of children with autism. Their report will identify the nature and extent of educational intervention/s, teaching practices and other supports which should be provided to enable children with autism to achieve educational outcomes appropriate to their needs and abilities and will inform future policy development.