Seán Fleming (Laois, Fianna Fail)
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104. To ask the Minister for Education and Skills the number of children under five years of age attending autism specific preschool or early intervention units funded by his Department; and if he will make a statement on the matter. [23590/17]

Seán Fleming (Laois, Fianna Fail)
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105. To ask the Minister for Education and Skills the number of children aged five, six, seven and eight years of age, respectively, in autism spectrum disorder units and early intervention units in mainstream primary schools and other units funded by his Department; and if he will make a statement on the matter. [23591/17]

Seán Fleming (Laois, Fianna Fail)
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117. To ask the Minister for Education and Skills the number of children aged five, six, seven and eight years of age, respectively, in ASD units and early intervention units in mainstream primary schools and other units funded by his Department; and if he will make a statement on the matter. [23723/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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I propose to take Questions Nos. 104, 105 and 117 together.

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.

Some students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.

Enrolment in an ASD special class should only be considered where it has been demonstrated that a student requires the support of a special class because he/she is unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports.

Students enrolling in ASD Special Classes must have a report from a relevant professional or team of professionals (for example, psychologist, speech and language therapist, psychiatrist) stating that:

- S/he has ASD

- S/he has significant learning needs that require the support of a special class setting and the reasons why this is the case.

The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required.

The NCSE operates within my Department's criteria in allocating such support. Special Classes and Special Schools are staffed with a lower pupil–teacher ratio ranging from 6-1 to 12-1, on the basis of disability categorisation of pupils attending the school.

There are currently 1,152 special classes nationally, which is an increase of over 100% on the number available in 2011. Of these, 126 are ASD early intervention classes, 526 are primary ASD classes and 236 are post-primary ASD classes. The remainder are non-ASD special classes. 125 special schools also provide specialist education for those pupils who need it, from infants to eighteen years of age.

ASD Early intervention classes are available for children over 3 years of age (who will not reach the age of 6 during the school year) with a diagnosis of Autism Spectrum Disorder (ASD). The NCSE has advised that there are currently 808 pupils attending Early Intervention classes in mainstream or special schools, of which 570 pupils are under 5 years of age.

The following table outlines figures provided by the NCSE detailing the number of pupils of a particular age that are attending ASD classes or special schools.

The NCSE, in consultation with the relevant education partners, must take into account the present and future potential need, location and sustainability in looking to establish special classes in certain areas.  In this regard the NCSE has advised that they are continuing to engage with schools in opening special classes where there is an identified need for special class provision and in order to ensure there are sufficient placements available to meet demand.

Parents/guardians may 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.