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Special Educational Needs Service Provision

Dáil Éireann Debate, Tuesday - 16 April 2013

Tuesday, 16 April 2013

Questions (440, 443)

Simon Harris

Question:

440. Deputy Simon Harris asked the Minister for Education and Skills the number of autism classes that have been opened in schools here since March 2011; the names of these schools and their location; the total number of such classes now in operation; the funding provided by his Department in 2011, 2012 and 2013 for such classes; his plans for further classes for the next school year; and if he will make a statement on the matter. [16865/13]

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Simon Harris

Question:

443. Deputy Simon Harris asked the Minister for Education and Skills his policy position on the provision of Applied Behaviour Analysis as a method of education for children on the Autistic Spectrum; and if he will make a statement on the matter. [16870/13]

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Written answers

I propose to take Questions Nos. 440 and 443 together.

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.

The National Council for Special Education (NCSE), through its network of local special educational needs organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes for children with autism in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.

There are now in excess of 540 classes for autism in schools nationwide and I have requested the NCSE to provide the Deputy with the detailed breakdown he requires. 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.

With regard to Applied Behaviour Analysis (ABA) the position is that there is no definitive or universally accepted research which supports the use of one intervention exclusively for all children with autism. However, research does support the use of any of a range of autism-specific interventions depending on the individual needs of the child.

My Department's policy is based on the advice of international experts on autism; NEPS; the Inspectorate; an analysis of research, including the study referred to by the Deputy and the report of the Irish Task Force on Autism. The preferred approach ensures that each child can draw from a number of different approaches to ensure the optimum individualised educational programme for him/her.

The use of behavioural interventions, including ABA, is supported by my Department by providing training for teachers in their use. However, it is not accepted that ABA should be the only intervention used.

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