Dáil Éireann Debate, Tuesday - 30 November 2004
456 Mr. M. Smith asked the Minister for Education and Science the improvements undertaken by her in recent years to cater for children in primary schools with autism; and her proposals to enhance these programmes. [31076/04]
View answerEvery 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 currently 107 special schools in the country. 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 nation-wide, 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; and — 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; and — eight autism facilities, some of 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 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.
