Dáil Éireann debate -
Tuesday, 2 Nov 1993

Vol. 435 No. 3

Adjournment Debate. - Educational Needs of Children with Autism.

Mr. Callely

First, it is essential that accessible and appropriate education be provided for people affected by autism. Although some of the difficulties experienced by people with autism are shared by those with other forms of disability, there are particular difficulties inherent in autism which require understanding and specialised educational techniques. I read that from the schedules to the basic charter adopted by the International Association Autism Europe Congress held in The Hague, Holland, on 10 May 1992 they have a list of 19 rights in their charter for persons with autism. No. 3 refers to the right of people with autism to accessible and appropriate education.

I ask the Minister of State to be as straight as possible in dealing with my request that the Department of Education, as a matter of urgency, recognises the autism syndrome. At present children with autism are mixed with children who are emotionally disturbed. I gather that the Minister will acknowledge there is a specific difference that will and should be recognised.

There is a basic need for individual educational programmes, with parental involvement, if children with autism are to have their requirements met. I am pleased to inform the Minister that the findings of a recent study of autism in Ireland undertaken by Michael Fitzgerald, John O'Connor, Gail Birkbeck and Pat Matthews, the final draft of which is being prepared, will be made available to her shortly.

Within the limited time available to me I want to highlight the fact that staff training and awareness of autism are totally inadequate at present. To illustrate this point I will give the House a couple of statistics. For example, 50 per cent of staff involved in autism services reported that their knowledge of autism arose from an in-service seminar, 16 per cent had no training whatsoever and 45 per cent only used the term "autism" when discussing children's needs with parents; they were inclined to refer to a child or children with disturbed behaviour, mental handicap and so on.

It is time that the Minister and the Department of Education gave the special recognition deserved by children with autism. Why does the Department of Health recognise the existence of autism and through its professional staff implement suitable programmes of care and training for children up to approximately four years of age, while the Department of Education has refused persistently even to recognise its existence? It is indisputable that education and training are the constitutional rights of every child and, in particular, those with autism. Why has the Department of Education refused consistently to provide for their special educational needs?

I have one or two other simple questions to put to the Minister. First, in appendix I of Dr. Michael Mulcahy's submission to the Department of Health on the future needs of persons with autism it is stated that the Department of Education provides services "specifically for persons with autism within the emotionally disturbed categories of children".

An Ceann Comhairle

The time available to the Deputy is practically exhausted.

Mr. Callely

I shall conclude by posing these three questions: where are these programmes, who drew them up and who implements them?

Minister of State at the Department of Education (Mr. Aylward)

I thank Deputy Callely for having raised this matter. I might inform the House that this matter will be the subject of a Private Member's debate in the Seanad tomorrow evening, quite a lengthy one, when I shall be expanding on my reply of this evening.

At the outset I want to say I do indeed recognise the special educational needs of children with autism. This condition is one of the most severe developmental disorders affecting children, characterised by acute difficulties with communication, relationships and behaviour. In addition, usually it is associated with a variable degree of mental handicap.

The nature and level of provision to be made for children with autism will depend on the degree of disability, which may vary from case to case. In this connection early identification and intervention are essential to enable appropriate provision to be made. Early diagnosis and prompt referral will enable the health authorities to implement a pre-school programme for each affected child. Home-based programmes will usually be supplemented by pre-school attendance by the age of three. Depending on the level of intellectual impairment and additional handicaps, the child may be appropriately placed in a local pre-school or a child development centre.

At school age the child with autism requires an education suited to his or her assessed needs. The provision in each case should take account of social, language and cognitive development. Depending on individual circumstances, educational provision can be made in any one of the following: (a) an ordinary national school with the support of a remedial or resource teacher; (b) a special class in an ordinary national school; (c) a special school for mentally handicapped children; or (d) a special school for children with emotional and/or behavioural disorders.

I must emphasise that no one type of educational provision will meet the needs of all children with autism. There is a continuum of special educational needs which is best served by a corresponding range of educational provisions. Accordingly, some needs may be catered for in the ordinary school, while more acute needs can best be met in a more specialised setting.

The particular requirements of children with autism have been examined by the special education review committee as part of its remit covering all children with special educational needs. While generally supporting the flexible strategies outlined above, the committee made specific recommendations in relation to the level of teaching support for autistic children enrolled in special and ordinary national schools, the adoption of a standard classification system for identifying and describing autism and the appointment of child care assistants in schools and classes with autistic children.

Arrangements are being made at present for the publication of the committee's report and my Department is actively considering its recommendations. Also, in keeping with the policy of encouraging the maximum amount of discussion and debate in relation to educational issues, a seminar dedicated to special education and the committee's report is being organised for 6 December next in the Royal Marine Hotel, Dún Laoghaire. Among the objectives of this seminar is one to allow those involved in special education, either as deliverers or recipients of the service, to convey their views on the nature and development of provision in this vital area.