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Dáil Éireann debate -
Thursday, 10 Apr 2003

Vol. 565 No. 2

Written Answers. - Special Educational Needs.

David Stanton

Question:

261 Mr. Stanton asked the Minister for Education and Science his views on the recommendations contained in the recent report of the task force on autism that his Department ensure that adequate educational resources are provided to teachers and schools to meet the special educational needs of pupils with autistic spectrum disorders and to facilitate the implementation of specific approaches to the teaching of such pupils; the progress that has been made in this regard; and if he will make a statement on the matter. [10525/03]

David Stanton

Question:

262 Mr. Stanton asked the Minister for Education and Science his views on the recommendation contained in the report of the task force on autism that at regional level, a regional autistic spectrum disorder educational planning and advisory service with parental representation be created under the authority of his Department and the National Council for Special Education, administered by a regional needs organiser, and supported by a multi-assessment planning team, to identify and secure effective provision for children with autistic spectrum disorders within a statutory statement of special educational needs; the progress that has been made in this regard; his further plans regarding this recommendation; and if he will make a statement on the matter. [10526/03]

David Stanton

Question:

263 Mr. Stanton asked the Minister for Education and Science his views on the recommendation contained in the report of the task force on autism that an accessible, independent appeals procedure should be established in which differences between parents and educational and service providers can be speedily resolved without resorting to the courts; the progress that has been made in this regard; his further plans with regard to this recommendation; and if he will make a statement on the matter. [10527/03]

I propose to take Questions Nos. 261 to 263, inclusive, together.

I intend to ensure that all children, including children with ASDs, receive education appropriate to their needs. All children with special education needs within the primary school system, including children with ASDs, have an automatic entitlement to a response to their needs.

The special educational needs of children with ASD can be addressed in special dedicated schools, in special dedicated classes attached to ordinary schools, or on an integrated basis in ordinary schools. Decisions regarding the most appropriate model of response in each particular case are based on the professionally assessed needs of the individual child.

Many children at primary school level, with disorders on the autistic spectrum, are capable of attending ordinary schools on an integrated basis with the support, where necessary, of resource teachers and/or special needs assistants.

Where the level of the condition is of a more serious nature, provision is made by way of special schools or special classes attached to ordinary schools. All such facilities receive enhanced capitation grants and operate at a maximum pupil-teacher ratio of 6:1. Special needs assistant support is also provided where required. At present there are 115 such classes for pupils with autism in the primary system. This includes three special classes for pupils with Asperger syndrome which is on the autistic spectrum.

My Department allocates additional resources to individual second-level schools to cater for special needs pupils enrolled in those schools. Applications for resources are referred to the national educational psychological service and each case is considered on its merits.

There are seven facilities in the State delivering educational services on a pilot project basis using alternative educational methods for teaching chil dren on the autistic spectrum; three are CABAS facilities. The CABAS teaching method employs a comprehensive application of behaviour analysis to schooling approach. These facilities together with a number of educational services for children with autism in other settings such as special schools, special classes and children integrated in mainstream schools are currently being evaluated by my Department's inspectorate. It is expected that the evaluation process will be completed this year.
The report of the task force on autism is lengthy and complex. It contains approximately 180 individual recommendations ranging from measures aimed at identifying prevalence rates and early intervention, through issues relating to diagnosis and assessment, the centrality of the role of parents, the required models of education and health care services and the need for specialist training for those involved in service provision, to structural, constitutional and policy issues.
The scope of these recommendations is such as to require a multifaceted response. My Department's key focus to date has been on progressing the fundamental structural and legislative measures which are necessary to underpin the development and delivery of services for persons with autism in line with the task force's recommendations.
A key development on the structural front has been the decision to establish the national council for special education. It will have a local area presence and will play a key role in the development and delivery of services for persons with special needs, including persons with autism. It will also have a research and advisory role and will establish expert groups to address particular areas of special needs provision. It will also establish a consultative forum to facilitate inputs from the education partners and other interested parties. Arrangements for the establishment of the council are now well advanced. Recently a chief executive was appointed to the council and the objective is that it will be vested shortly.
It is also my intention to bring forward legislation as soon as possible to confirm the rights and entitlement of persons with disabilities, including persons with autism. The objective of this legislation, which will be based on the Education for Persons with Disabilities Bill 2002, will be to provide a statutory guarantee of education services for persons with disabilities, including persons with autism. The Bill will provide a clear and enforceable statement in law of the rights of children and adults who, because of disabilities, including autism, have special educational needs and will propose to put in place a statutory structure, which will guarantee their education. Provision will be made in the Bill for a formal appeals mechanism. My objective would be to secure the passage of this legislation through the Oireachtas as quickly as possible.

David Stanton

Question:

264 Mr. Stanton asked the Minister for Education and Science further to the recommendation in the report of the task force on autism that his Department urgently reviews the practice of attaching explanatory notes regarding special arrangements in examinations to the candidate's certificate of results given the statement in the report that flagging of results reduces the value of results achieved and undermines their status; the progress achieved in this regard; and if he will make a statement on the matter. [10528/03]

On foot of a Government decision, I formally established the State Examinations Commission on 6 March 2003. The commission now has statutory responsibility for operational matters relating to the certificate examinations. I am aware of the concerns of the task force in this area. However, in policy terms the measures introduced were implemented to enhance the inclusiveness of the examinations system, while maintaining its integrity and transparency. Under the new system, it is open to a student with special needs to apply to have part of an examination waived, and to be marked out of 100% on the balance.

Where an element of an examination is waived so that the purpose regarding that element of the examination has not been met, or where the method of examining has been significantly altered, the Department's guidelines provide for the presence of an explanatory note on the candidate's certificate of results. This note is to the effect that "all elements of the examinations were assessed except the xxxx element". This option is considered preferable to that in use in many other jurisdictions under which either the special need or nature of the arrangement provided is noted on the certificate, or no special accommodations are made. The use of an explanatory note facilitates reasonable accommodation to be made for inclusion of students with special needs, while ensuring the overall approach is transparent, valid and defensible in assessment terms.

David Stanton

Question:

265 Mr. Stanton asked the Minister for Education and Science the steps he has taken to identify and deliver appropriate transition and ongoing post-secondary support to those people with autistic spectrum disorders who are in mainstream education and outside the provision of dedicated service providers; and if he will make a statement on the matter. [10530/03]

My Department has responsibility for education provision for pupils with special needs, including those with autism, from age four to 18 years. Responsibility for service provision for young adults over 18 with special needs lies with the appropriate health authority. The report of the task force on autism set up by my Department contains approximately 180 recommendations ranging from measures aimed at identi fying prevalence rates and early intervention, through issues relating to diagnosis and assessment, the centrality of the role of parents, the required models of education and health care services and the need for specialist training for those involved in service provision, to structural, constitutional and policy issues.

My Department's key focus to date has been on progressing the fundamental structural and legislative measures which are necessary to underpin the development of services for persons with autism in line with the task force's recommendations. A key development on the structural front has been the Government's decision to approve the establishment of the National Council for Special Education. The council which will have a local presence, will play a key role in the development and delivery of services for persons with special needs, including persons with autism. It will have a research and advisory role and will establish expert groups to address particular areas of special needs provision. It will also establish a consultative forum to facilitate inputs from the education partners and other interested parties. A chief executive was recently appointed to the council and it is intended that the council will be vested shortly.

It is also my intention to bring forward legislation as soon as possible to copperfasten the rights and entitlements of persons with disabilities, including persons with autism. The objective of this legalisation, which will be based on the Education for Persons with Disabilities Bill 2002, will be to provide a statutory underpinning for education services for persons with disabilities, including persons with autism. The Bill will provide a clear and enforceable statement in law of the rights of children and adults, who because of disabilities have special educational needs.

Question No. 266 answered with Question No. 83.

Question No. 267 answered with Question No. 145.
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