Thomas Byrne (Meath East, Fianna Fail)
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41. To ask the Minister for Education and Skills if his attention has been drawn to the disparity between primary and secondary level education in the number of school places for children with autism; and the measures his Department is taking to improve access to appropriate places in mainstream secondary schools for children with autism. [1896/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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The National Council for Special Education is responsible for organising and planning provision for children with Special Educational Needs, including establishing special classes in mainstream primary and post primary schools.

Progress in developing the network of Special Classes has been significant.

In 2011 there were 548 special classes, of which 224 were primary ASD classes, 72 were post-primary ASD classes and 34 were early intervention classes. The remaining 218 were special classes service children with mild to moderate/severe general learning difficulties and specific learning difficulties, including speech and language difficulties.

There are currently 1,153 special classes, which is an increase of over 100% on the number available in 2011. Of these, 127 are ASD early intervention classes, 525 are primary ASD classes and 237 are post-primary ASD classes. The remainder are non-ASD special classes.

The NCSE has advised that there are almost 18,000 students with ASD attending schools nationally. Of these 3,484 are attending primary ASD classes and 1,118 are attending post-primary ASD classes.

The NCSE continues to review special class placement requirements nationally and has informed the Department that, in general, it is satisfied that there are sufficient ASD special class placements to meet existing demand.

The continued growth in post-primary special class numbers is a natural consequence of the earlier growth in primary special class numbers. However, it should not be assumed that the same levels of growth in post-primary class numbers should apply. This is because, for children with Autism, transferring from a special class in a primary school to a special class in a post-primary school may not always be the optimal choice. Many children can progress to mainstream post-primary with the support of SNA and Resource Teaching hours, while more may transfer from primary to a special school depending on their presentation and needs.

It should also be noted that there is a proportionally larger enrolment at Primary level due to the higher number of standard years. Of the total enrolment in schools currently 68% of students are enrolled at Primary Level (which includes all Special Schools) and 32% are enrolled at Post Primary level.

As such my Department does not consider the lower number of Post-Primary Special classes for students with ASD currently constitutes a shortage of placements.