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Special Educational Needs.

Dáil Éireann Debate, Wednesday - 17 November 2004

Wednesday, 17 November 2004

Questions (474, 475, 476, 477, 478, 479, 480, 481, 482, 483, 484, 485, 486, 487, 488, 489, 490, 491, 492, 493, 494, 495, 496, 497, 498, 499, 500, 501, 502, 503, 504, 505, 506)

Olwyn Enright

Question:

515 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that her Department and the Department of Health and Children establish compatible databases on children and adults who have a diagnosis of Asperger’s syndrome; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29358/04]

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Olwyn Enright

Question:

516 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that her Department and the Department of Health and Children establish compatible databases on children and adults who have a diagnosis of PDD-NOS; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29359/04]

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Olwyn Enright

Question:

517 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that as a matter of urgency research be conducted into the national prevalence of autistic disorder; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29360/04]

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Olwyn Enright

Question:

518 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that as a matter of urgency research be conducted into the national prevalence of Asperger’s syndrome; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29361/04]

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Olwyn Enright

Question:

519 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that as a matter of urgency research be conducted into the national prevalence of PDD-NOS; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29362/04]

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Olwyn Enright

Question:

520 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that her Department and the Department of Health and Children establish compatible databases on children and adults who have a diagnosis of autistic disorder; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29363/04]

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Olwyn Enright

Question:

521 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that until such a time as national ASD databases are fully operational, her Department and the Department of Health and Children agree a prevalence rate for ASDs as a basis of forward planning for the provision of services and to ensure that resources will be sufficient — prevalence estimates indicate that as an initial target, provision be made for services for at least 20 per 10,000 with autistic disorder and for 36 per 10,000 with Asperger’s syndrome; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29364/04]

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Olwyn Enright

Question:

522 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that forward planning by the Government be based on international prevalence rates, until our national ASD databases are fully operational; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29365/04]

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Olwyn Enright

Question:

523 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that the role of parents as advocates for their children/young adults with autistic spectrum disorders be formally recognised; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29366/04]

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Olwyn Enright

Question:

524 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that structures be established to ensure that the provision of support services and therapies are delivered smoothly and seamlessly; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29367/04]

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Olwyn Enright

Question:

525 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that a national forum for autistic spectrum disorder be established to facilitate the dissemination of information and exchange of views between parents, professionals and Departments; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29368/04]

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Olwyn Enright

Question:

526 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that her Department initiate a parent-school partnership scheme for persons with autistic spectrum disorders, and that this entail the creation of partnership facilitator posts; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29369/04]

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Olwyn Enright

Question:

527 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that consultation, collaboration and the inclusion of parent representatives-voluntary and support organisations on education, health, vocational and training and supported employment policy-planning teams and committees at local and national levels be recognised as a key feature of future policy formation for ASDs and that professional input and training be provided to such a parent representatives-organisations as appropriate; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29382/04]

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Olwyn Enright

Question:

528 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that persons with Asperger’s syndrome-high functioning autism have the opportunity and be actively encouraged to participate on health or education planning committees; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29383/04]

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Olwyn Enright

Question:

529 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that parents be informed of their entitlement to attend all meetings and case conferences concerning their children, including those where the progress or intervention of their child may be under deliberation, and that advance notice of such meetings be supplied to parents to facilitate attendance; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29384/04]

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Olwyn Enright

Question:

530 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that emphasis be placed on the centrality of parents in decision making relating to their child with an ASD; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29385/04]

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Olwyn Enright

Question:

531 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that her Department and the Department of Health and Children co-ordinate a national Asperger’s syndrome-high functioning autism awareness campaign aimed at teachers, parents and the medical profession in an effort to combat current low levels of awareness and identification rates and that awareness be raised among professionals of the need for referral of suspected cases of Asperger’s syndrome-high functioning autism to the appropriate secondary or tertiary services and that special training be provided within the relevant professions on Asperger’s syndrome-high functioning autism; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29386/04]

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Olwyn Enright

Question:

532 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that structures for the provision of diagnosis should include arrangements for the early diagnosis of Asperger’s syndrome/high functioning autism and for the diagnosis and assessment of adolescents-adults with Asperger’s syndrome-high functioning autism; the importance of early diagnosis of Asperger’s syndrome/high functioning autism and the equal importance of the availability of assessment for the adolescent-adult diagnosis of Asperger’s syndrome-high functioning autism should be highlighted among the education and health services; if such a recommendation has been carried out, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29388/04]

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Olwyn Enright

Question:

533 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that the child-adult and family support plans and the statement of educational needs be afforded statutory status, including statutory entitlement to the provision of an IEP, and that an IEP be established for each individual based on the results of relevant assessments; if such a recommendation has been carried out, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29390/04]

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Olwyn Enright

Question:

534 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that a working group, which would include representatives of the Department of Education and Science, the Department of Health and Children, parents and other relevant representatives, be established in each health board region to review the specific needs of people with Asperger’s syndrome-high functioning autism of all ages in the region; if such a recommendation has been carried out, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29391/04]

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Olwyn Enright

Question:

535 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that the assessment and service provision functions be independent of each other and that the assessment process be transparently free of any vested interest; if such a recommendation has been carried out, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29393/04]

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Olwyn Enright

Question:

536 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that following diagnosis of ASD, intervention commence within 30 days and that additional assessments, as necessary, be conducted within three to six months; if such a recommendation has been carried out, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29394/04]

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Olwyn Enright

Question:

538 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that information on a variety of empirically validated methodologies be available to parents and that the values underpinning differing approaches be explored from the professional and parental perspectives before making decisions on educational placements; if such a recommendation has been carried out, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29396/04]

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Olwyn Enright

Question:

540 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that the Minister for Education and Science recommend to the Minister for Health and Children the introduction of statutory child and adult family support plans for those with an ASD; if such a recommendation has been carried out, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29399/04]

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Olwyn Enright

Question:

541 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that the Department of Education and Science, in collaboration with parents, the health board and relevant voluntary/non-Governmental organisations, develop formal behavioural guidelines for staff and that these guidelines be distributed to all schools and institutions catering for persons with ASD; if such a recommendation has been carried out, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29400/04]

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Written answers

I propose to take Questions Nos. 515 to 536, inclusive, and 538, 540, and 541 together.

The Deputy has tabled a number of questions on individual recommendations in the report of the task force on autism. These recommendations provide an invaluable basis for the development of educational services and supports for persons with autism. However, in responding to the recommendations, my Department has had to give priority to a number of key areas before detailed individual recommendations can be addressed. These key areas involve the implementation of the core legislative and structural measures required to underpin service development and delivery. This approach is critical to the implementation of many of the individual recommendations of the task force, including those relating to assessment, parental involvement, service delivery, information dissemination, promotion of inclusion and co-ordination between health and education authorities.

The Education for Persons with Special Educational Needs Act 2004 has now been enacted and, on the structural front, the National Council for Special Education, NCSE, has been established on a statutory basis. While these developments represent significant progress, a considerable amount of additional input is required before the measures can begin to have a positive impact on services for children with special educational needs, including those with autism.

Over the course of the coming months, I expect that significant progress will be made in this regard. Specifically, consideration will be given to the detailed measures required to enable the Act to be commenced. In addition, it is intended that the NCSE will assume operational status in the new year and a range of measures are in hand to ensure that this objective is realised. These measures include comprehensive supported training for the council's special educational needs organisers and the drawing up of detailed work protocols on the various areas of work for which the council will assume responsibility.

This work will be carefully planned and executed over the coming months. I will address many of the recommendations of the task force. Other recommendations will be addressed over time in consultation with the council and other interested parties.

Olwyn Enright

Question:

537 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that parents have access to accurate information regarding mainstream and specialised educational options for the placement of their child post diagnosis; if such a recommendation has been carried out and the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29395/04]

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My Department is at present developing, in consultation with the Irish Autism Alliance, a set of detailed responses to frequently asked questions about educational provision and supports for children with autism. These responses will focus on such matters as school placement options, educational assessments, in-service training, health-related support services and school transport.

It is intended that development of this resource will be completed shortly.

Question No. 538 answered with QuestionNo. 515.

Olwyn Enright

Question:

539 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendations (details supplied) in the report of the task force on autism of October 2001; if such a recommendation has been carried out and the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29398/04]

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Olwyn Enright

Question:

583 Ms Enright asked the Minister for Education and Science the progress which has been made on the recommendations (details supplied) in the report of the task force on autism of October 2001; if such recommendations have been carried out; if so, the extent to which; if not completed, when they will be completed. [29477/04]

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I propose to take Questions Nos. 539 and 583 together.

I am concerned to ensure that all policy proposals from my Department reflect the primary role parents have in the primary and post-primary education systems. Indeed recent legislative developments from my Department and others have embraced the principles laid out in the report of the task force on autism and referred to by the Deputy.

Article 42 of the Constitution acknowledges that the family is the primary and natural educator of a child and all legislation must take account of that fact. The Education for Persons with Special Educational Needs Act 2004 provides for the greater involvement of parents of children with special educational needs in the education of their children. Parents have a central role in the education of their child and the Act guarantees parents the right to be involved in the assessment of their child. The Act clearly outlines the rights of parents in the assessment and decision making process of their child's education.

The Act sets out a range of services, which must be provided, including assessments, education plans and support services. Under section 4(3) of the Act, where parents believe that their child may have special educational needs, they may request the relevant health board or the National Council for Special Education, established under the Act, to carry out an assessment of the child. Parents of a student with special educational needs may also request the principal of a school to take measures to meet the educational needs of that student, including arranging for an assessment to be carried out. Under the Act, there is an obligation on the health board, council or principal to facilitate the participation of the parents in the carrying out of an assessment of their child.

Every child with special educational needs is entitled to an individual education plan, prepared by appropriate professionals. The IEP will set out the child's educational needs, the special education and related support services to be provided to him or her and the goals, which the child is to achieve over a period of not more than 12 months. Parents have a right to participate and provide inputs in the preparation of the IEP. The IEP is subject to regular review and amendment. Under section 11 of the Act, the principal must report to the parents on the operation of each education plan and section 14 of the Act requires boards of management to ensure that parents of a student with special educational needs are informed, consulted and allowed to participate in all significant decisions concerning their child's education.

The Act also provides for an appeals process where parents can submit decisions concerning their child's education to an independent review board. The review board has power to compel bodies, including health boards, to take specific actions to address matters before it, thus giving parents a quick, cheap and effective route to secure education for their child's needs. The assistance and advice of a special educational needs organiser is available to parents in many circumstances and under the Comhairle (Amendment) Bill 2004 parents will also have access to an advocacy service to assist them in accessing all social services including those under the Education for Persons with Special Educational Needs Act 2004.

The membership of the council will take into account the desirability of the participation of persons with special educational needs, their parents and representatives and will have two members nominated by the National Disability Authority. Furthermore, the consultative forum, which will advise the council, will be representative of voluntary bodies involved in the promotion of the interests of persons with disabilities and other interested parties including parents.

Questions Nos. 540 and 541 answered with Question No. 515.

Olwyn Enright

Question:

542 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that no student should be discriminated against by being suspended or expelled from their educational programme due to behaviours resulting from the severity of their disability; if such a recommendation has been carried out and the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29401/04]

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Under the provisions of the Education (Welfare) Act 2000, the board of management of all recognised schools should, in consultation with specified persons, prepare a code of behaviour in respect of students registered at the school which should specify the following: (a) the standards of behaviour that shall be observed by each student attending the school; (b) the measures that may be taken when a student fails or refuses to observe those standards; (c) the procedures that should be followed before a student may be suspended or expelled from the school concerned; (d) the grounds for removing a suspension imposed in relation to a student; and (e) the procedures to be followed relating to notification of a child's absence from school.

When behavioural difficulties arise, the school authorities should consult with the relevant professionals and parents well before the stage where suspension or expulsion needs to be seriously considered.

The provisions of the Education Act and the Education (Welfare) Act mean that a school board of management cannot expel a student lightly and that parents have the right of appeal in the event that it does happen. Section 29 of the Education Act provides for parental right of appeal to the Secretary General of my Department in respect of: (1) permanent exclusion from a school; (2) suspension for a period which would bring the cumulative period of suspension to 20 days in any one school year, or (3) refusal to enrol.

Where the appeals board determines that the board of management of the school has acted in breach of its policies, fair procedures or the law, it may make recommendations to the Secretary General of my Department who may direct a school to take whatever action is necessary, including reinstatement.

Where a school proposes to expel a student for a breach of the school's code of conduct, it must notify the National Educational Welfare Board, which will make every reasonable effort to ensure that, in the event of expulsion, alternative provision is found for the child. The education welfare officer will liaise with parents and education providers to ensure that the educational needs of the child are met.

Olwyn Enright

Question:

543 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that schools and programmes educating one or more students with an ASD are properly resourced; if such a recommendation has been carried out and the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29402/04]

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Olwyn Enright

Question:

562 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that provision for children with ASDs be sufficient to meet demand in all geographical regions and be based on admission criteria which reflect diagnostic category, assessed needs and parental choice; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29451/04]

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Olwyn Enright

Question:

565 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendation in the report of the task force on autism of October 2001 that her Department secure sufficient support services for children with ASDs; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed. [29454/04]

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Olwyn Enright

Question:

600 Ms Enright asked the Minister for Education and Science the progress that has been made on the recommendations (details supplied) in the report of the task force on autism of October 2001 that supports be provided as needed for children with an ASD when in a mainstream setting; if such a recommendation has been carried out; if so, the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [29494/04]

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I propose to take Questions Nos. 543, 562, 565 and 600 together.

Every effort is made to ensure that children with special educational needs, including children with autistic spectrum disorders, receive an education appropriate to their needs. Decisions regarding the most appropriate model of response in each particular case are based on the professionally-assessed needs of the individual child.

Children who have been assessed as having special educational needs, including autism, have access to a range of special support services. The services range from special schools dedicated to particular disability groups, through special classes-units attached to ordinary schools, to placement on an integrated basis in ordinary schools, with special back-up supports.

My Department's policy is to ensure the maximum possible integration of children with special educational needs into ordinary mainstream schools. Many children with such needs, including autism, are capable of attending mainstream schools on a fully integrated basis with the support, where necessary, of special resource teachers and-or special needs assistants.

Children with more severe disabilities are catered for in special schools which are dedicated to particular disability groups. There are 108 special schools in the country at present. These schools cater for children from four to 18 years of age and each school enjoys a significantly reduced pupil teacher ratio and other staffing supports. For example, each class catering for a maximum of six pupils with autism will have a staffing of at least one teacher and two special needs assistants. Additional special needs assistant support is provided if deemed necessary. Special schools also receive increased rates of capitation funding.

Where placement in a special school is not considered necessary, children with special educational needs, including those with autism, can attend special classes attached to ordinary mainstream schools. All special autism classes enjoy the same increased levels of staffing and funding as are made available to the special schools. Children with autism attending special classes attached to ordinary schools may, where appropriate, be integrated into ordinary classes for periods of the school day and, in that way, benefit from being able to socialise with their non-disabled peers. A total of 139 special classes for autism are in place in the primary system at present. Further special classes for autism may be established nationwide, as appropriate.

While children are awaiting a suitable educational placement, my Department may sanction home tuition as an interim measure, if appropriate. The following dedicated resources are now deployed to support children with special educational needs, including those with autism, in the primary system: more than 2,600 resource teachers — up from 104 in 1998; more than 1,500 learning support teachers — up from 1,302 in 1998; more than 1,000 teachers in special schools; more than 600 teachers in special classes; more than 5,000 special needs assistants — up from 300 in 1998; more than €30 million on school transport for special needs pupils; more than €3 million towards specialised equipment and materials — up from €0.8 million in 1998.

To appreciate the scale of improvement in the provision of resources to primary schools for special needs, it is worth reflecting on the fact that, at approximately 10,700, the number of adults providing services to children with special educational needs in primary schools today equates to more than half of the 21,100 primary teaching force in 1998.

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; eight autism facilities, some of which are providing an applied behavioural analysis model 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 St. 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.

I believe that the steps taken in recent years and those currently 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.

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