Dáil Éireann Debate, Thursday - 31 January 2008
216 Deputy Enda Kenny asked the Minister for Education and Science the level of training given to trainee teachers to provide an element of understanding of applied behaviour analysis teaching skills; and if she will make a statement on the matter. [3032/08]
View answerAs part of initial teacher education, student-teachers access modules in special educational needs (SEN) to assist them in meeting the diversity of students in today's inclusive classrooms. Trainee teachers receive instruction with regard to the appropriateness of application of behavioural principles to learning. The full-time pre-service teacher training courses for the primary education sector (in the Colleges of Education) contain specific elements aimed at enabling all student teachers to recognise and deal with children having special educational needs, such as pupils with autism.
The level of mandatory engagement of students in relation to SEN varies from College to College, however students may also have the opportunity to take elective modules in this area. The SEN/Educational Psychology content of initial teacher training generally introduces and explains a range of different approaches to a student's individual or behavioural needs, including applied behaviour analysis. As a rule an overview of the different approaches is given, and an explanation of how such approaches would be applied in the classroom.
In relation to the second level sector, there are elements to both the Higher Diploma in Education and the Education Degree programmes, as part of a general alertness orientation programme, on a variety of learning difficulties which pupils may have. The provision in teacher training programmes is consistent with the Government's belief that as each child with autism is unique; such children should have access to a range of different approaches to meet their individual needs. Applied behavioural analysis, or ABA, is one of the methods used in special classes for children with autism.
Advice received from international experts on autism, the National Educational Psychological Service and the inspectorate informs the Department of Education and Science's view that a range of approaches should be used, rather than just one. An analysis of research, including the report of the Irish Task Force on Autism, also supports this approach, and autism societies in other countries also caution against relying on just one intervention. By enabling children in special classes to have access to a range of methodologies, including ABA, the Government is doing what we are advised is in the best interests of such children.
My Department, therefore, supports the use of ABA and training is provided for teachers in its use. However, my Department does not accept, based on research, advice and best practice, that it should be the only method used. Whereas ABA helps to improve behaviour, other methods, such as TEACCH and PECS, are just as important in developing children's communication and speech skills. Children in special classes have the benefit of fully-qualified teachers trained in educating and developing children generally and who have access to additional training in autism-specific approaches, including ABA. The level of such training available to teachers has significantly improved in recent years and is a major priority for the Government.
