Dáil Éireann Debate, Tuesday - 6 May 2014
196. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to his reply to Parliamentary Question No. 248 of 15 April 2014, the support or advice required to assist in the development of ASD classes during the opening of each of these classes; and the support that was provided specifically by the NCSE, SENOs, NEPS and the inspectorate. [20285/14]
View answer197. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to his reply to Parliamentary Question No. 248 of 15 April 2014, in view of the scale of a project such as opening more than 500 autism units throughout the country, the way and the reason it was determined that no policy documents or project plan was required to ensure consistency in practice while undertaking such a significant project. [20286/14]
View answerI propose to take Questions Nos. 196 and 197 together.
As outlined in my response to the Parliamentary Question on April 30th there are a range of supports available to schools in which the ASD classes operate. The supports in question are again outlined below with reference to the service each service provider specifically provides; it is not possible to be specific as the level of support that each school received as this information is not compiled by my Department. These supports in addition to appropriate departmental circulars and guidelines ensure consistency in practice without the need for a specific project plan for these schools.
The comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs including teachers of children with autism is provided by the Special Education Support Service (SESS). The SESS specifically targets schools with newly approved autism classes for support and continues to provide on-going support through CPD. The NCSE local network of Special Educational Needs Organisers provide support to schools in relation to the establishment of special classes. SENOs may support schools by meeting with Principals to provide information on the resources and supports available for schools which may include, for example, access to specialist staff training. SENOS liaise with NEPs personnel at local level, where appropriate, to inform Principals.
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.
My Department's inspectorate has a role in evaluating, advising and supporting schools and the Deputy may be interested in their evaluation of educational provision for children with autism spectrum disorders which is available on my Department's website www.education.ie. The website also has details of general guidelines and circulars with regard to the Inclusion of Students with Special Educational Needs in our schools.
