Robert Troy (Longford-Westmeath, Fianna Fail)
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433. To ask the Minister for Education and Skills the special needs supports available for a person suffering from Asperger's syndrome who does not feel they can attend mainstream secondary school any longer. [26720/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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It is the policy of my Department that all children with Special Educational Needs, including those with Autistic Spectrum Disorders, 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.

This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016).

The NCSE policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.

The NCSE policy advice noted that ASD is a spectrum condition, so some students with ASD require little support in school and are relatively independent in their learning, while others require significant levels of support. 

The NCSE Policy Advice also states that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.

It follows therefore that where they are able, students should be given every opportunity to achieve in mainstream settings and only enrolled/retained in special class and/or special school settings where their need necessitates this.

Almost 18,000 students in schools have been diagnosed with autism. My Department invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:

- 63% of students to attend mainstream schools

- 26% to attend special classes in mainstream primary and post-primary schools, and

- 11% to attend special schools.

Resources which are provided to schools to support children with Autism include the following:

- 2,200 extra teachers in mainstream schools specifically to support children with Autism.

- 889 special classes for students with autism – up from fewer than 80 in 2001.

- 20 special schools specifically for students with Autism

- One teacher and a minimum of  two SNAs for every primary special class of six students with ASD and 1.5 teachers and a minimum of two SNAs for every post-primary special class.

- SNA support – About 69% of all students with ASD access SNA support.

- Assistive technology.

- Professional development for teachers.

- Access to the Special School transport scheme.

- Access to special equipment and furniture where required.

- Enhanced capitation grant.

- Adapted school buildings.

- Access to the extended school year scheme. (July Provision)

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.

Where students with an ASD experience difficulties, the first course of action is engagement with first level services provided by the Department of Education and Skills (National Educational Psychological Service, Special Education Support Service, National Behavioural Support Service, National Council for Special Education) and Health Services Executive (HSE)/ HSE funded services.

If a parent of a student feels that a student is currently experiencing continuing difficulties they should request through their school a multi-disciplinary school based review involving NEPS, the local SENO and other relevant professionals.