My Department strives to ensure that a continuum of special education provision is available as required for children with special educational needs. In line with this approach the policy is to promote a child-centred approach to education of all children with special educational needs including those with autism. As each child with autism is unique they should have access to a range of different approaches to meet their individual needs.
Children with autism present with a wide range of needs. Some children are capable of being fully integrated into mainstream schools without additional teaching or care supports. Others are able to attend mainstream schools but need additional teaching and/or care assistance. Many are best enrolled in autism-specific classes where more intensive and supportive interventions are required. Some may move from one setting to another as they get older and differing needs/strengths/abilities emerge.
The preferred policy of my Department is that children with autism are educated in school settings where children may have access to individualised education programmes (IEPs), fully-qualified professional teachers, special needs assistants, the appropriate school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with other pupils.
The Deputy will be familiar with the standards associated with qualified teachers, the registration of qualified teachers required by the Teaching Council, the probationary process, whereby teachers are supported and advised by the inspectorate during their first year of teaching. Furthermore the Department recognises that specialised training and continued professional development (CPD) is important for staff working with children with special educational needs and supports the provision of CPD through the Special Education Support Service (SESS) which was specifically established for this purpose. The SESS co-ordinates and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs.
Autism classes are established with a staffing ratio of 1 teacher and a minimum of 2 Special Needs Assistants (SNAs) for every 6 children. Other SNAs may be allocated if required to meet the care needs of the children. Start-up grants are provided to the schools to enable special equipment to be purchased. Enhanced capitation is paid in respect of each child and assistive technology is funded where this is recommended.
The Deputy will be aware that the establishment of a network of autism-specific special classes in schools across the country to cater for children with autism has been a key educational priority in recent years. In excess of 540 classes have now been approved around the country at primary and post primary level, including many in special schools. Thirteen new special schools for children with autism were granted official recognition in 2010 having been funded by my Department as centres in a pilot project for a number of years. The number of pupils enrolled in these classes are not readily available but I have arranged for them to be compiled and forwarded directly to the Deputy.
