I propose to take Questions Nos. 540 and 541 together.
The Deputy will be aware of my commitment to ensuring that all children, including those with Autistic Spectrum Disorders, receive an education appropriate to their needs. The following autism-specific educational provision has been established: 171 Special Classes for children with autism, attached to special and mainstream schools; 5 Special Classes for children with Asperger's Syndrome; 16 preschool classes to facilitate the demand for early intervention provision for children on the autistic spectrum; 12 Stand Alone facilities providing an Applied Behavioural Analysis (ABA) specific methodology on a pilot basis. Approval has also been given for the establishment of a further two such facilities.
My Department considers that all children with special educational needs, including children with autism, should have access to appropriate education through the primary, special and post-primary school network where they have access to qualified teachers, a range of autism-specific teaching methodologies and have maximum opportunities for integration with their peers. A multi-skills approach is used with teachers using, as appropriate, a range of teaching methodologies including Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH), ABA (Applied Behavioural Analysis) and Picture Exchange Communication System (PECS).
Pupils with autism, who are fully integrated into mainstream school, receive individual teaching support for a number of hours per week as well as support from special needs assistants and specialist equipment if required. Special classes for autism sanctioned by my Department can cater for a maximum of 6 children and in general each class is staffed by one teacher and at least two special needs assistants.
As the Deputy is aware, the National Council for Special Education (NCSE) came into operation on 1st January 2005. One of the specific functions of the NCSE, through its network of local special educational needs organisers (SENOs), is to identify appropriate educational placements for all children with autism. The SENO is a focal point of contact for parents and schools. The SENO's role extends to ensuring that there is sufficient provision available within the primary and post primary sector for all children with autism. Further such classes will be established in response to identified needs.