My Department provides for a range of placement options and supports for schools which have enrolled pupils with Autistic Spectrum Disorder (ASD) in order to ensure that, wherever a child is enrolled, they will have access to an appropriate education.
Children with ASD may be enrolled in a mainstream school and can attend all mainstream classes. In such cases these children will receive additional teaching support through the learning support and/or the resource teacher and, where appropriate, will receive access to Special Needs Assistance and assistive technology if required.
In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided. Progress in developing this network has been significant and in addition to the special school placements there are over 1,000 special classes throughout the country at primary and post-primary level, of which 762 are for children with Autism. This includes 116 of which are early intervention settings, 452 in primary schools and 194 at post-primary level. Each special class for autism has a 6:1 pupil teacher ratio at primary level, and 6:1.5 pupil teacher ratio at post-primary level as well as Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
The Deputy will also be aware that the National Council for Special Education, NCSE, is responsible, through its network of local special educational needs organisers, SENOs, for allocating resource teachers and special needs assistants to schools to support students with special educational needs, including autism. It is also the role of the NCSE to make appropriate arrangements to establish special classes in schools in various geographical areas as required. A full list of special classes is available on the NCSEs website www.ncse.ie.
The National Council for Special Education (NCSE) has recently submitted their Policy Advice on Educational Provision for Children with Autism Spectrum Disorders. In developing this policy advice, the NCSE has consulted widely with parents, professionals and other stakeholders and interested parties while also conducting research. The policy advice is currently under consideration in my Department.
My officials will consider and report to me on any recommendations in the report which relate to the issues raised by the Deputy.
