James Lawless (Kildare North, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

213. To ask the Minister for Education and Skills the secondary schools that provide classes and supports for secondary school children on the autism spectrum in County Kildare; and if he will make a statement on the matter. [31171/18]

Richard Bruton (Dublin Bay North, Fine Gael)
Link to this: Individually | In context | Oireachtas source

It is the policy of this 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 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.

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.

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.

As such, this Department’s policy focuses on ensuring that all students, including those with autism spectrum disorders, can have access to an education appropriate to meeting their needs and abilities.

The range of supports and services which are made available include additional special educational support teaching, Special Needs Assistants support, funding for the purchase of specialised equipment, services of the National Educational Psychological Service (NEPS), enhanced levels of capitation in Special schools and Special Classes and additional teacher training.

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

- 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)

The greater proportion of children with Autism attend mainstream classes, but students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there and will require the environment of a ASD special class. 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.

Students enrolling in ASD Special Classes must have a report from a relevant professional or team of professionals (for example, psychologist, 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.

Special class for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have a minimum of two SNAs for every class of 6 children.

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 is aware of emerging need from year to year, and where special class provision is required, it is planned and established to meet that need.

Since 2011, the NCSE has increased the number of such classes by over 130% from 548 in 2011 to 1,304 across the country now, of which 1,048 are Autism Spectrum Disorder (ASD) special classes. This network includes 130 ASD early intervention classes, 641 primary ASD classes and 277 post-primary ASD classes in mainstream schools.

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.

There are currently 70 special classes in the Co. Kildare, including 14 ASD special classes at post primary level. The NCSE has informed my Department that to date they have sanctioned 5 new ASD classes, 4 Primacy ASD and 1 Post Primary ASD, due to open in September 2018. Details of all special classes for children with special educational needs are available on www.ncse.ie in county order.

The NCSE is continuing to work with schools, parents, NEPS, health professionals and other staff who are involved in the provision of services for children with special educational needs in Kildare, to ensure that each child has a school placement appropriate to their needs for the 2018/19 school year and beyond.

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.

My Department has acknowledged that in recent years the establishment of special class provision in some schools and communities has been challenging.

As part of the process of planning for future provision, a number of measures have been included in the Education (Admission to Schools) Bill 2016 to provide certain powers to the NCSE to designate a school placement for a child in circumstances where a child is experiencing difficulties in securing enrolment.

The Bill also proposes powers for the Minister, in certain circumstances, to require a school to open a special class for children with special educational needs. This amendment will give the Minister the power to compel a school to open a special class or classes where the National Council for Special Education has identified a need for such provision within an area.

These proposed measures would further enhance the ability of my Department and the NCSE to plan for special class provision and to address issues in provision that may arise from time in time at local levels.

Guidelines for Boards of Management and Principals of Primary and Post Primary schools contain information on setting up and organising special classes, including information on resources which may be provided to schools to establish special classes are available to download from www.ncse.ie.