Carol Nolan (Offaly, Sinn Fein)
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118. To ask the Minister for Education and Skills if there are guidelines in place relating to the use of quiet rooms for children with autism in schools; if his Department monitors the use of such rooms; if training is provided to teachers in the use of quiet rooms and the circumstances in which they can be used; if his Department has received complaints about improper use of quiet rooms; if so, the number of complaints received; and if he will make a statement on the matter. [23412/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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The well-being and safety of children should be at the centre of all policy and practices in schools.

All schools must have a child protection policy that adheres to certain key principles of best practice in child protection and welfare and all schools are required to formally adopt and implement, the Department’s ‘Child Protection Procedures for Primary and Post Primary Schools’ as part of their overall child protection policy.

The Board of Management of each school is responsible for the care and safety of all of the pupils in their school and is required to prepare a code of behaviour in accordance with Section 23 of the Education (Welfare) Act 2000. Section 23 (4) of the Act states that the Principal of a recognised school shall, before registering a child as a student at that school, provide the parents of such child with a copy of the school’s code of behaviour.

Schools may seek advice from their local National Educational Psychological Service (NEPS) psychologist, from their NCSE Special Educational Needs Organiser (SENO), or from the National Behavioural Support Services, as to how children with behavioural needs can best be supported in school.

Many schools withdraw pupils occasionally from the main classroom for short periods of time in order to provide support to them, or to manage pupil behaviour, if a child is exhibiting behaviours which may be a danger to themselves or others.

In some circumstances, a child who is exhibiting extreme behaviours may be brought to another room to ensure the safety of other pupils and until they are calm again. Schools should supervise and support children who leave the classroom until they have recovered and are able to re-engage in the classroom.

Where used, it will normally form part of a school’s response to behaviour and part of student support structures, procedures and practices.

The withdrawal of a child from the classroom in order to deal individually with the child does not require the authorisation of the Department of Education and Skills. It is a matter for the school authorities, the child and the parents or guardians of the child concerned.

Some schools also have multi-sensory rooms that provide a variety of sensory stimuli and which are designed to provide sensory stimulation for pupils with special educational needs, in spaces which are designed to encourage positive actions and responses for pupils with sensory impairment. They can also be used for pupils to use interactive equipment towards specific educational aims.

My Department, through the Special Education Support Service (SESS), provides continuing professional development (CPD) for teachers working with students with special educational needs, including training for teachers in the area of challenging behaviour and Autism. My Department is also currently examining the issue of developing guidelines for schools on the specific issue of restraint or intervention.

Where a parent, or any other person, has concerns about the care or safety of a child in school they should report these concerns to the Board of Management of the school in the first instance.

Where a parent or other person has a concern about the welfare or protection of a child in a school they may report the matter as a child protection concern to Tusla or to the Department of Education and Skills who will then report any child protection complaint in accordance with the Department's procedures.

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 report includes recommendations in relation to Crisis Situations. The report is available on the NCSE website .

My Department has convened an Implementation Group with representatives of the NCSE, NEPS, the Inspectorate and external representatives to ensure that the Report’s recommendations are fully and appropriately considered and that a timetable for implementation is prepared. The work of the Implementation Group is ongoing.

My Department is aware of some complaints and general queries concerning the use of quiet or withdrawal facilities in certain schools. When such issues are raised with officials of my Department the complainants are referred in the first instance to the school principal or the school's Board of Management.