Dáil Éireann Debate, Tuesday - 11 June 2013
258. Deputy Simon Harris asked the Minister for Education and Skills if his Department has received any correspondence from representatives of professional organisations or academics warning of inadequacies in his Department's autism policy with regard to applied behaviour analysis; the steps he has taken to meet these concerns; and if he will make a statement on the matter. [26911/13]
View answerVarious contributions have informed my Department's policy on the education of children with autism which is based on the advice of international experts on autism; NEPS; the Inspectorate; an analysis of research, and the report of the Irish Task Force on Autism. My Department's policy is focused on ensuring that all children including those with autism can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network. This facilitates access to individualised education programmes, fully qualified professional teachers who may draw from a range of autism-specific interventions, including ABA, special needs assistants, and the appropriate school curriculum with the option where possible of full/partial integration and interaction with other pupils. As each child with autism is unique it is important that children have access to a range of interventions so their broader needs can be met. My Department's policy is to provide for children with special educational needs, including autism, to be included in mainstream schools unless such a placement would not be in their best interests or the interests of the children with whom they are to be educated. Some children may be supported in a special class attached to a mainstream school. These students have the option, where appropriate, of full/partial integration and interaction with other pupils. Other children may have such complex needs that they are best placed in a special school. Students with special educational needs have access to a range of support services including additional teaching and/or care supports. In special schools and special classes, students are supported through lower pupil teacher ratios. Special needs assistants may also be recruited specifically where pupils with disabilities and significant care needs are enrolled. 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 is conscious of the need to adapt existing policies and to develop new policies as new research or learning becomes available. The National Council for Special Education has a formal role under Section 20.1(j) of EPSEN to advise the Minister 'in relation to any matter relating to the education of children and others with disabilities'. I have now requested the NCSE to prepare Policy Advice on the Educational Provision for Children with Autism Spectrum Disorders. The NCSE have commissioned research which will not be finalised until mid to late 2014 and I expect that this research will inform much of the work in preparing the policy advice. Accordingly it is not expected that the report will be finalised until early 2015.
