Dáil Éireann Debate, Tuesday - 29 November 2016
192. Deputy Thomas Byrne asked the Minister for Education and Skills if his Department or a body under its aegis has undertaken any research into the number of children with autism spectrum disorder, ASD, who have not been admitted to a mainstream school in any given year, due to so-called soft barriers to entry as well as hard barriers such as the absence of special classes or individualised education programmes for students with ASD. [37110/16]
View answer193. Deputy Thomas Byrne asked the Minister for Education and Skills his views on the fact that some children with autism spectrum disorder who could be taught in mainstream post-primary schools are being accommodated in special schools, due to the lack of availability of special classes or other suitable resources in mainstream schools. [37111/16]
View answerI propose to take Questions Nos. 192 and 193 together.
The Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, 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.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
Almost 14,000 students in schools have been diagnosed with autism. The Department of Education and Skills invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
63% of students to attend mainstream schools;
23% to attend special classes in mainstream primary and post-primary schools; and
14% to attend special schools.
Resources which are provided to schools to support children with Autism include the following:
2,200 extra teachers in mainstream schools specifically to support children with Autism;
889 special classes for students with autism – up from fewer than 80 in 2001;
20 special schools specifically for students with Autism;
One teacher and a minimum of two SNAs for every primary special class of six students with ASD and 1.5 teachers and a minimum of two SNAs for every post-primary special class;
SNA support – About 69% of all students with ASD access SNA Support;
Assistive technology;
Professional development for teachers;
Access to the Special School transport scheme;
Access to special equipment and furniture where required;
Enhanced capitation grant;
Adapted school buildings;
Access to the extended school year scheme (July Provision).
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas as required. Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools.
Special classes offer a supportive learning environment to students with ASD who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day. Special class for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
Students enrolled in special classes should be included in mainstream classes to the greatest extent possible, in line with their abilities.
The NCSE continues to engage with schools in opening special classes where there is an identified need for special class provision.
Progress in developing this network has been significant and in addition to the special school placements there are 1,153 special classes available, which is an increase of over 100% in the number of special classes which were available in 2011, which was 548.
This includes 127 ASD early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes, which represents an increase of approx. 16% on 2015/16 classes for children with autism.
The National Council for Special Education (NCSE) published its policy advice on Supporting Students with Autism Spectrum Disorder in Schools in July. The report is available on the NCSE's website www.ncse.ie. In the course of preparing this policy advice, the NCSE commissioned two research papers and conducted extensive consultations with stakeholders including students, parents, teachers, principals, academics, experts, psychologists, HSE officials, officials from Departments of Health, Children and Youth Affairs and Education and Skills and others in developing this policy advice.
The NCSE found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.
Notwithstanding this, the NCSE acknowledged that while most schools welcome and enrol children with special educational needs, some continue to erect overt and/or soft barriers to prevent or discourage parents from enrolling their children.
The Department and the NCSE continue to work with, schools, patron representatives and management bodies to address these challenges. Where barriers to opening classes are identified the Department will address these barriers with the schools' Patrons and Boards of Management with a view to overcoming the difficulties and establishing the required classes.
The Department retains records of the number of children with Autism for whom school placements are not available at a given time through its home tuition schemes. The Department also retains records of children who appeal schools' decisions to refuse enrolments. It is not possible however to identify the number of children in respect of whom soft barriers may have impacted their enrolments as in many cases alternative enrolment options are availed of by parents.
The Education (Admission to Schools) Bill was published on 6th July 2016. The Bill contains a provision which will empower the National Council for Special Education (NCSE) to designate a school for a child who has no school place for reasons related to the child’s special educational needs and for the Child and Family Agency to designate a school for a child who has no school place (other than a child with special educational needs).
In line with recommendations from the NCSE in policy advices provided in 2011, it is the policy of the Department to include a Special Needs Unit in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. In addition, the Department may also provide capital funding to schools to establish special needs provision e.g. re-configure existing accommodation to provide a special class where this has been approved or recommended by the National Council for Special Education.
