Catherine Murphy (Kildare North, Social Democrats)
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109. To ask the Minister for Education and Skills his plans to increase the number of ASD units within primary and secondary schools; the existing number of ASD units within primary and secondary schools, by county, in tabular form; and if he will make a statement on the matter. [31618/17]

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 notes 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 participate in mainstream settings and only be enrolled/retained in special class and/or special school settings where their levels of need warrant this.

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

- 61% of students to attend mainstream schools

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

- 13% to attend special schools.

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, and that

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

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 where there is an identified need.

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. 

Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,152 across the country now, of which 888 are Autism Spectrum Disorder (ASD) special classes.

The NCSE intend to establish an additional 145 ASD Special Classes for the 2017/18 school year.

The NCSE has informed my Department that they are satisfied that there are sufficient ASD special class placements to meet existing demand in schools for the forthcoming school year and that they will continue to monitor demand and review the requirement for special class places. 

My Department will continue to support the NCSE in opening special classes in areas where there is an identified need.

My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements can access such placements in schools within their communities. 

During the passage of the Education (Admission to Schools) Bill in the Select Committee last week I indicated that I intend, at Report Stage, to include in this Bill a provision that will provide, based on reports and advice from the NCSE, the Minister will have the power to require a school to open a special class or increase the number of special classes in schools identified by the NCSE.  Because this power will require a school to provide land or alter existing property I am of the view that the power should be with the Minister who can engage the patron or trustees and that there should be adequate safeguards to ensure people’s rights are protected.

Details of all special classes for children with special educational needs, are available on in county order.

Parents/guardians of children with special needs who may need advice or are experiencing difficulties in locating a school placement should contact their local Special Educational Needs Organiser (SENO) as soon as possible for information on available places. The local SENO contact details are available on www.ncse.ie.

Marcella Corcoran Kennedy (Offaly, Fine Gael)
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110. To ask the Minister for Education and Skills if the July provision programme includes an arts programme to facilitate children with a severe or profound general learning disability and whose strengths lie in music and the arts; and if he will make a statement on the matter. [31629/17]

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, 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 July Education Programme (or July Provision Grant Scheme) provides funding for an extended school year for children with a severe/profound general learning disability and/or children with an Autism Spectrum Disorder (ASD) enrolled in recognised schools. Under this scheme the school year of recognised schools is extended by four weeks for eligible pupils. The programme must be educational in content and similar to that delivered during the normal school year.

It is a matter for school authorities to decide how to deploy their resources to cater for the curricular needs of their students.

Where eligible students cannot be accommodated in a school based programme, funding may be provided towards the provision of 40 hours home based tuition.

As home based tuition takes place outside the usual school structure it is important that the educational programme provided generally reflects that which would be provided in a school environment.

It is appropriate therefore that the qualification standard for home based tuition generally reflects that required in a school environment. Accordingly, it is a condition of the scheme that parents/guardians must recruit a tutor who is qualified in the relevant sector, and is registered with the Teaching Council, similar to the requirement for teachers in schools. 

Where all efforts have failed to secure the services of a teacher qualified to teach in the sector concerned, the Department may consider the engagement of a person who is registered with the Teaching Council and has a primary degree (minimum Level 7 on the National Framework of Qualifications) in a relevant area.

The National Council for Special Education Policy Advice on Educational Provision for children with Autism Spectrum Disorders was published in July 2016.  In developing this policy advice the NCSE reviewed the Department's July Provision Scheme.  The NCSE consulted widely with parents, professionals and other stakeholders and interested parties while also conducting research.  The policy advice is available on the NCSE's website ncse.ie/policy-advice.

The policy advice recommends that relevant stakeholders should discuss the development of a national day activity scheme that provides a structured, safe, social environment for students with complex special educational needs for one month of the summer holidays.

My Department officials will continue to consult with relevant stakeholders in regard to implementing this recommendation.