Catherine Martin (Dublin Rathdown, Green Party)
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195. To ask the Minister for Education and Skills the policy for children who, due to their significant educational needs, are not able to engage in mainstream education or ASD units beyond home tuition or who have been excluded from a mainstream school; and if he will make a statement on the matter. [52778/18]

Joe McHugh (Donegal, Fine Gael)
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The policy of my Department is 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.

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 relatively 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.

However, it is recognised that for many children with Special Educational Needs including Autism that placement in special schools or in special classes in mainstream schools will be required. Decisions about placement should be based on individual needs and take into account a number of factors including parental wishes, availability of evidence-based interventions and supports including well-trained teachers and Special Needs Assistants. 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 greater proportion of children with Autism attend mainstream classes, but some students may find it difficult to manage full-time placement there and will require the environment of an ASD special class for some or all of their time in school and for a minority of children with Special Educational Needs including Autism, placements in a Special School may be required.

Where students with Special Educational Needs 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.

The local SENOs are available to advise parents in relation to supports which may be available to support children with special educational needs. The local SENO contact details are available on .

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 a child is without a school place following an expulsion and an unsuccessful appeal under Section 29, an application can be made to my Department for home tuition grant support.

The Deputy should note that my Department's Home Tuition grant scheme where provided is intended as an interim measure only , until a child can access a school placement. The Home Tuition grant is not an alternative to a school placement.