Special Educational Needs.

Dáil Éireann Debate, Wednesday - 25 October 2006

Wednesday, 25 October 2006

Questions (197, 198, 199, 200)

Jack Wall

Question:

258 Mr. Wall asked the Minister for Education and Science the reason funding has been withdrawn by her Department that permitted parents to attend special ABA courses in respect of autism; if the special education section of her Department will be instructed to again accept applications for such funding or if not the alternatives her Department has in place to overcome the shortfall that the loss of participation on such courses will mean to parents; and if she will make a statement on the matter. [34718/06]

Seán Ó Fearghaíl

Question:

259 Mr. Ó Fearghaíl asked the Minister for Education and Science if she will address the issues raised in correspondence of 18 October 2006 (details supplied). [34719/06]

Catherine Murphy

Question:

271 Ms C. Murphy asked the Minister for Education and Science the reason for the withdrawal of funding or grant aid, for parents seeking to undertake a ten-day course (details supplied) on the way to work with children diagnosed with autistic spectrum disorders in view of the vital information and training this course provides to parents of such children in assisting with their development; if there are other such courses made available by her Department for such parents; and if she will make a statement on the matter. [34895/06]

Catherine Murphy

Question:

272 Ms C. Murphy asked the Minister for Education and Science the facilities that have been made available to the parents of children with special educational needs to acquire skills for managing their children’s special needs, for improving their developmental progress and for understanding the nature of their children’s specific needs; and if she will make a statement on the matter. [34896/06]

Written answers

Minister for Education and Science (Ms Hanafin)

I propose to take Questions Nos. 258, 259, 271 and 272 together.

My Department supports the training and professional development of staff working with children with special educational needs through the Special Education Support Service (SESS) which was established in 2003. The service as appropriate, consolidates co-ordinates, develops and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs in a variety of educational settings. Generally this support is provided by direct training input or sanction for school staff to attend courses recognised and funded through the SESS.

As part of its response to the growing demand from teachers for support and training, the SESS is currently developing teams of trainers to deliver training in four specific areas, one of which is Autism. This training will be delivered locally through the Education Centre network and/or through whole-staff in-school support. School Authorities will continue to work with parents to ensure a consistent home/school approach to the education of children with autism.

While funding had been previously made available to parents to attend certain courses on an ad hoc basis, my Department is currently reviewing its position in this regard and a decision in relation to future funding of parental courses will be considered in the context of this review.