Robert Troy (Longford-Westmeath, Fianna Fail)
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210. To ask the Minister for Education and Skills further to Parliamentary Questions Nos. 148 and 149 of 8 May 2018, the measures which can be put in place for a child (details supplied) in view of the circumstances. [22323/18]

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 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.

The greater proportion of children with Autism attend mainstream classes, but some require the environment of a special class or special school. This decision is based a recommendation contained within a professional assessment in consultation with the NCSE.

Students enrolling in specialised placements must have a report from a relevant professional or team of professionals stating that:

- S/he has a disability (in line with the designation of the special placement in question) and

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

The National Council for Special Education (NCSE) plans and co-ordinates the provision of educational support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE).

The enrolment of a child to a school is a matter, in the first instance, for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools and it does not maintain details of waiting lists in schools.

Accordingly, the NCSE advises parents, to seek to enrol their child, by applying in writing, to the school/s of their choice as early as possible. Where parents have been unsuccessful in enrolling their child in a school placement, for the 2018/19 school year, they should update their local SENO to inform the planning process.

My officials have been informed by the NCSE that the local Special Educational Needs Organiser (SENO) continues to advise and work with the family of the child referred to by the Deputy in relation to sourcing a school placement.

It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to publish its enrolment policy.

Section 29 of the Education Act 1998, provides parents with an appeal process where a board of management of a school or a person acting on behalf of the Board refuses enrolment to a student. Where a school refuses to enrol a pupil, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to either the relevant Educational Training Board or to the Secretary General of this Department.

The NCSE 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 .

Where there is no placement available for a child with Special Educational Needs, this 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 school referred to by the Deputy is a special school which provides for the special educational needs of children with Autism who have such complex needs that they are best placed in a special school.

The school is due to proceed to tender at the end of this month for the delivery of a new 2-storey 6-classroom base Special Needs school including a General Purpose Hall, staff and pupil facilities and ancillary spaces.

As the matter raised by the Deputy refers to a particular child, I have arranged for the Deputy's question to be forwarded to the National Council for Special Education for their attention and direct reply.