Stephen Donnelly (Wicklow, Fianna Fail)
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395. To ask the Minister for Education and Skills the supports which can be accessed by high functioning young persons on the autistic spectrum who are not attending school. [55242/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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My Department provides for the education of all children through the provision of recognised schools. Recognised schools must fulfil a number of conditions regarding curriculum, inspection and other matters.

It is the policy of my Department that all children with Special Educational Needs, including those with Autism Spectrum Disorder (ASD), can have access to an education appropriate to their needs, preferably in recognised 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 National Council for Special Education (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 may 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.

Decisions about placement should be based on individual needs and take into account a number of factors including parental wishes, availability of evidence-based treatments and well-trained staff and individual factors such as targets for intervention and management of behaviours.

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.

Others may have such complex needs that they are best placed in a special school.

There is therefore not one preferred educational environment for children with ASD, rather there is a model which takes into account the assessed educational needs of individual pupils.

The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for planning and co-ordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.

The local SENOs are available to assist parents to identify appropriate educational placements for children with special educational needs and to discuss their child's special educational needs. The local SENO contact details are available on www.ncse.ie.

The NCSE also works in collaboration with the Educational Welfare Services (EWS) of the Child and Family Agency which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child or can offer assistance where a child is out of school.

The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/.

Where there is no placement available for a child with Special Educational Needs, my Department will consider applications under the Home Tuition Grant Scheme, where a student can receive up to 20 hours home tuition per week as an interim measure until a placement becomes available. The availability of a school placement is assessed by the NCSE having regard to, although not limited to, the relevant diagnosis and relevant professional report.

The Home Tuition Grant Scheme also provides a compensatory educational service for Students, enrolled in schools, with significant medical conditions which has caused, and is likely to continue to cause, major disruption to their attendance at school.

Where parents choose to educate their children in places other than recognised schools they are not eligible to avail of resources, including the Home Tuition Grant, which they may have accessed through enrolling or seeking to enrol their child in a recognised school.

Stephen Donnelly (Wicklow, Fianna Fail)
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396. To ask the Minister for Education and Skills if a school (details supplied) in County Wicklow will be equipped with a special needs unit; and if he will make a statement on the matter. [55243/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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The school referred to by the Deputy is one of six projects which are being delivered under the Department’s Schools Bundle 5 Public Private Partnership (PPP) programme.  Construction commenced at the end of July 2016 and is expected to be completed in Quarter 1 of 2018.  When completed, this replacement Post Primary school building will provide for 450 student places.

The schedule of accommodation agreed for the school under reference did not include provision of a Special Needs Unit; therefore, it does not form part of the school project.