Dáil Éireann Debate, Tuesday - 4 July 2017
229. Deputy John Brassil asked the Minister for Education and Skills the provisions in place to increase the number of classrooms in national schools for children with special educational needs especially children with ASD; and if he will make a statement on the matter. [31326/17]
View answerIt is the policy of my Department that all children with Special Educational Needs, including those with Autistic Spectrum Disorders, 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.
This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016). The NCSE policy advice on Supporting Students with Autism Spectrum Disorder (2016) 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.
The NCSE policy advice notes that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.
It follows therefore that, where they are able, students should be given every opportunity to participate in mainstream settings and only be enrolled/retained in special class and/or special school settings where their levels of need warrent this.
Almost 18,000 students in schools have been diagnosed with autism. My Department invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 26% to attend special classes in mainstream primary and post-primary schools, and
- 11% to attend special schools.
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 where there is an identified need.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
While it is not always possible to ensure that a special class placement will be available in the child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand.
Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,152 across the country now, of which 887 are Autism Spectrum Disorder (ASD) special classes.
The NCSE will establish an additional 145 ASD Special Classes for the 2017/18 school year increasing the number of ASD Special Classes to 1,032.
My Department will continue to support the NCSE in opening special classes in areas where there is an identified need.
