Vol. 523 No. 5
154 Dr. Upton asked the Minister for Education and Science the steps he will take following the Sinnott judgment on the education provided to autistic children and young adults; and if he will make a statement on the matter. [21433/00]
The judgment to which the Deputy refers, runs to 69 pages and three appendices of over 100 pages. It deals with a range of complex issues and has very significant implications, not just for the education of children with special needs but more generally for the education system. The full implications of the judgment are currently being studied in my Department and the House will appreciate that I am therefore somewhat constrained in commenting on this specific case.
In October 1998 my Department formally recognised the distinct educational needs of children with autism. Arising from this decision, children with autism are catered for in special dedicated classes in special schools or attached to ordinary primary schools. Each special class operates at a pupil teacher ratio of 6:1 and each class has the support of a special needs assistant. To date, a total of 63 special classes have been established to cater specifically for children with autism and further classes are being established on an ongoing basis.
In some cases, children with milder forms of autism may be capable of attending ordinary schools on an integrated basis. In such cases, the children in question are supported by the resource teacher service and by special needs assistants. Over the past two years, the number of resource teachers catering for children with special needs in primary schools, including children with autism, has been increased from 104 to more than 560. The number of special needs assistants has been increased from 200 to more than 1,400 over the same period. These developments represent an unprecedented level of growth in support services for children with special needs.
However, the case referred to by the Deputy has highlighted inadequacies in the provision made by the State for the education of children with special needs. I have already indicated that I want to give a priority to improvements in provision for special needs pupils. I have already established a special task force on autism which has been requested to report to me within three months. The report from the task force on autism, will provide a basis for the development of an appropriate response by the State to the needs of children with autism for the future. In the interim I have asked my Department to explore what other more immediate improvements might be made in education services for children with autism.
