Marian Harkin (Sligo-Leitrim, Independent)
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461. To ask the Minister for Education and Skills the process involved to access an autism place for a child when moving from one county to another; and if she will make a statement on the matter. [25216/20]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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The policy of the Department of Education and Skills (DES) is to ensure that all children with special educational needs can be provided with an education appropriate to their needs. The Department provides for a range of placement options and supports for schools in order to ensure that wherever a child is enrolled, s/he will have access to an appropriate education.

The enrolment of a child in a school is a matter, in the first instance, for the parents of the child and then a matter for the school/ Board of Management having regard to their own enrolment/admissions policy.

The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (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. Details of SENOs 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. Contact details are available on .

Marian Harkin (Sligo-Leitrim, Independent)
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462. To ask the Minister for Education and Skills if a place will be made available for a person (details supplied) in a special school to repeat a year; and if she will make a statement on the matter. [25218/20]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Special schools funded by my Department are classified as primary national schools and are intended, in accordance with the provisions of Rule 64(1) of the Rules for National Schools, to cater for children and young persons with special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.

Special schools may however seek approval from my Department for an exemption from Rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Certificate Applied/FETAC 3).

A request for an exemption from Rule 64(1) can only be made by a school where:

1. The student is pursuing a course leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Certificate Applied/FETAC 3)

2. The student requires one additional year in order to complete their course

3. Retaining the student in the school for one school year will not prevent a younger pupil being enrolled there

4. Plans are in place to transition the student to a post-school setting at the end of the additional school year

Special schools are invited each year to make applications for exemptions from Rule 64(1) in respect of pupils who meet the above criteria. Where the criteria are met, my Department will approve the exemptions.

My Department has no record of receiving an exemption application, as referenced above, from the school to which the Deputy refers in relation to the pupil in question.

Some people with a disability, over the age of 18, and who have complex needs, may require specialised support throughout their lives. Ongoing care and support services within the community, in a post school setting, are provided by voluntary or statutory organisations. Responsibility for such care and support rests with the HSE.

Special school staff typically have extensive engagement with parents, HSE multi-disciplinary teams and the National Council for Special Education (NCSE) which involves planning for the student’s future, including options for further education, training, employment or other placement options subject to the student’s abilities, including the transition to adult services when they reach the age of 18 years.

It is important to note that students with complex special educational needs who transfer to adult service settings can continue to participate in educational programmes through further adult educational programmes or, in adult settings, which are allocated resources towards educational provision.

I understand that transition between school and post school settings can be a difficult time for students with special educational needs and their families and more so this year due to the COVID-19 crisis. I am also aware though that transition planning for these students will have been well advanced by their schools prior to the school closures.

While my Department acknowledges the continuity of learning and transition planning which has also occurred since March, we are very conscious of the needs and concerns of the young adults and their families at this time. My Department and the HSE have been working closely on the development of a support programme to ensure that these needs and concerns can be addressed through enhanced communication between schools and HSE funded Day Services.

An additional teacher allocation to each of the schools concerned as an exceptional once off measure has recently been notified to schools to support the transition process into HSE Adult Day Services between now and the end of the year. Each school may now access teacher substitution to enable a teacher(s) to liaise with the local HSE Provider.