Dáil Éireann Debate, Wednesday - 27 October 2004
316 Ms Enright asked the Minister for Education and Science the action that has been taken to progress the recommendations made by the task force on autism; if she will report on progress made with regard to each recommendation; and if she will make a statement on the matter. [26067/04]
View answerA multi-faceted approach is being taken by my Department in response to the report of the task force on autism. At the macro level, the priority has been and will continue to be the implementation of the fundamental legislative and structural measures which are essential to underpin the development and delivery of services for persons with autism.
On the legislative front, the Education for Persons with Special Educational Needs Act 2004 sets out the rights and entitlements of children with special needs, including autism, to an appropriate education service and providing the necessary framework for effective service delivery.
On the structural front, the National Council for Special Education, which will have a local area 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.
Significant progress has been made in the establishment of the national council. Seventy special education needs organisers have recently been recruited. These people will be a focal point of contact for schools and parents. They will process individual applications for resources for special educational needs. It is anticipated that the council and the special education needs organisers will become operational shortly.
At the micro level, my Department is continuing to develop the network of special educational provision for children with autism. The extent of progress can be measured from the fact that, since 1998, when autism was first recognised as a distinct special educational need, the number of dedicated facilities that have been developed is as follows: eight pre-school classes for children with autism; 134 special classes for children with autism attached to special schools and mainstream schools; five special classes for children with Asperger's syndrome; and eight facilities, sanctioned on a pilot basis, which are providing an applied behavioural analysis model, ABA, of response to children with autism.
Another major landmark in the development of autism specific services was the joint launch last month by my predecessor and the Minister with responsibility for Education in Northern Ireland of the Middletown Centre for Autism. This marked the successful completion of the purchase of the former Saint Joseph's Adolescent Centre, Middletown, on behalf of the Department of Education in the North and the Department of Education and Science in the South. Both Departments plan to refurbish the property to meet the needs of a centre of excellence for children and young people with autism throughout the island of Ireland. The centre will be dedicated to improving and enriching the educational opportunities of children and young people with autistic spectrum disorders. Four key services will be provided by the centre: a learning support service, on a residential basis; an educational assessment service; a training and advisory service; and an autism research and information service.
The steps taken in recent years and those in hand represent significant progress in the development of services for children with autism. However, I fully recognise that further progress is required and my Department, in consultation with parents and existing service providers, will seek to ensure that the recent rate of development is maintained.
