Niamh Smyth (Cavan-Monaghan, Fianna Fail)
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92. To ask the Minister for Education and Skills his plans to implement an autism spectrum disorder, ASD, unit in all primary schools here; the action being taken to support children that find themselves left behind in the classroom; and if he will make a statement on the matter. [14732/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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The Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.

Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.

The NCSE has advised that there are almost 18,000 students with ASD attending schools nationally. The Department of Education and Skills invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:

- 63% of students to attend mainstream schools

- 23% to attend special classes in mainstream primary and post-primary schools, and

- 14% to attend special schools.

The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas as required.

Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools and are for students who have a recommendation for a special class placement in their professional reports.

Special classes offer a supportive learning environment to students with ASD who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day. Special class for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children. Students enrolled in special classes should be included in mainstream classes to the greatest extent possible, in line with their abilities.

Progress in developing the network of Special Classes has been significant over the past 6 years.

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 for 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 and an increase of approx. 16% on 2015/16 classes for children with Autism. These classes comprise of 889 classes for children with Autism; 127 early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes.

My Department has no plans to open ASD classes in all primary schools. The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas. 

In this regard, the NCSE is currently engaging with schools in opening special classes where there is an identified need for special class provision for children whose assessed needs clearly indicate the need for Special Class provision.

Details of all special classes for children with special educational needs are available on www.ncse.ie.

Parents of children with special educational needs can contact their local SENO directly to discuss their child's special educational needs and to seek assistance in identifying placement options, using the contact details available on www.ncse.ie.

It is general practice to include a Special Needs Unit in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. In addition, my Department may also provide capital funding to schools to establish special needs provision e.g. re-configure existing accommodation to provide a special class where this has been approved by the National Council for Special Education through its network of local Special Educational Needs Organisers.

The NCSE recently launched guidelines for Boards of Management and Principals of Primary and Post Primary schools which provide information on setting up and organising special classes. These guidelines are available to download from www.ncse.ie.

My Department provides a range of supports for schools which have enrolled pupils with special educational needs in order to ensure that, wherever a child is enrolled, they will have access to an appropriate education.

The range of supports and services which are made available include additional learning and resource teaching support, Special Needs Assistants support, funding for the purchase of specialised equipment, services of the National Educational Psychological Service (NEPS), enhanced levels of capitation in Special schools and Special Classes and additional teacher training.

The NCSE also provides information for Parents of Children with Special Education Needs through its website (www.ncse.ie) and Pamphlet Series which inform parents and guardians of supports and services available for children and young people with ASD and their families.

The NCSE has published updated policy advice on the Educational Provision for Children with Autism Spectrum Disorders. In developing this policy advice, the NCSE consulted widely with parents, professionals and other stakeholders and interested parties while also conducting research. The report includes 11 key Recommendations which focus on improvements which might be considered to the range of provisions which are currently available for children with Autism in schools.

The NCSE also have a range of Information Booklets available on their website () for parents of children with special educational needs, which are written for parents to answer key questions they may have about special education, both generally and as it relates to their child.

The availability and provision of health-related therapy services, including speech and language, occupational therapy and sensory therapy support, is the responsibility of the Health Service Executive (HSE), and matters in relation to the provision of such services should be directed to the Minister for Health through the Health Service Executive. My Department has no responsibility or mandate for such services.