Dáil Éireann Debate, Tuesday - 6 November 2012
347. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he confirm that his officials received a submission from a person (details supplied) detailing a peer-reviewed academic study from Howard et al (2005) which demonstrated that for some children with autism, ABA has proven to be more effective than the implementation of an eclectic intervention. [48169/12]
View answerMy Department's policy is to provide for children with special educational needs, including those children with autism, in a range of settings within the existing network of special schools, special classes in mainstream schools and mainstream classes. The principal considerations underpinning this policy are the needs of the child and how to meet those needs with the minimum of segregation and maximum participation with peers, that is, in the least restrictive environment.
The practice and policy is to provide schools for children. It is not to provide schools for particular approaches, into which children will be fitted. Rather it is to identify children's needs and meet those needs in the existing school setting that is appropriate for meeting them. In the case of children with autism, this will be in the least restrictive environment, with trained teachers who have access to additional professional support, additional training in teaching children with special educational needs and in autism studies, and training in the principal approaches that are used in working with children with a diagnosis of autism.
The position is that each child's identified needs should determine the teaching approach and methodology that is to be used. As children differ significantly from one another and as children's needs vary and change over time, it is not possible to impose a method or approach that will work for all children with autism. The research evidence is clear that no matter what exclusive approach is followed, its success is limited. No one approach has a monopoly on success. Different approaches have been applied successfully with different children, and each approach has been shown to have limitations. This is why my Department does not establish schools to follow a particular approach including, Applied Behaviour Analysis (ABA).
The policy is based on advice received from national and international experts on autism as well as the National Educational Psychological Service (NEPS) as well as my Department's Inspectorate. My Department has considered published research, including the Report of the Task Force on Autism (2001) and the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (2006), both of which are available on my Department's website. The report of the Taskforce includes a comprehensive list of contributions. My Department was also mindful of contributions of many others experts at international conferences/visits.
My Department's position is reflective that there is no universal agreement that conclusive research exists to support the exclusive usage of ABA or indeed, the exclusive use of any other approach, as a basis for national educational provision for children with autism. It is for this reason that my Department's preferred policy is for a child centred, rather than a method-centred, approach where the approach to be taken is based on the individual child's needs. The person referred to by the Deputy submitted, on request, a number of contributions to my Department.
