I propose to take Questions Nos. 193 and 194 together.
As the Deputy is aware my Department's position is that as each child with autism is unique, they should have access to a range of different approaches to meet their individual needs. Applied Behavioural Analysis, or ABA, is one of the approaches used in special classes for children with autism.
The use of ABA as part of the range of interventions is particularly useful for addressing behavioural issues. My Department supports the use of ABA and training is provided for teachers in its use. Other approaches, such as Treatment and Education of Autistic Communication Handicapped Children (TEACCH), Picture Exchange Communications System (PECS) are also used in developing children's communication and speech skills. It is important that children have access to a range of approaches so that their broader needs can be met. 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. It is not the practice to issue a circular on each approach used in the classroom setting.
As outlined in my previous response, in accordance with the Education Act 1998, the Board of Management is the body charged with the direct governance of a school with the responsibility of operating the school efficiently and effectively. In line with the Act the principal teacher is responsible for the day to day management of the school including the guidance and direction of the teachers and other staff. Furthermore my Department's inspectorate has a role in evaluating, advising and supporting schools in all aspects of teaching and learning.
The NEPS service to all schools, including schools where there are ASD classes, is progressed through the Continuum of Support Guidelines which encompasses a graduated problem solving model of assessment and intervention. NEPS service is planned and delivered following planning meetings in schools where needs are prioritised. In addition to case work, NEPS supports schools in developing more systemic and preventative approaches to meeting the needs of pupils with SEN in line with priorities highlighted in the planning meetings. Therefore there is not one person or organisation who has responsibility for the implementation of ABA in the classroom.