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Special Educational Needs Service Provision

Dáil Éireann Debate, Tuesday - 6 November 2018

Tuesday, 6 November 2018

Questions (277)

Ruth Coppinger

Question:

277. Deputy Ruth Coppinger asked the Minister for Education and Skills his views on whether schools are not inclusive of children with an ASD diagnosis; his further views on whether this cohort of children cannot reach their potential in the current education system; when he will fully implement the Education of Persons with Special Education Needs Act 2004; and if he will make a statement on the matter. [44833/18]

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Written answers

This Government is committed to ensuring every child with special educational needs has the opportunity to fulfil their full potential.

Funding for special education provision in 2018 will amount to some €1.75 billion, up 43% since 2011 and equivalent to 18.7% of the gross overall current allocation for education and training.

The Department's policy is to provide for the inclusive education of children with special educational needs, including Autism (ASD), in mainstream school settings, unless such a placement would not be in the best interests of the child concerned, or the children with whom they will be educated. This policy is in line with the provisions of the EPSEN Act 2004.

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.

As such, this Department’s policy focuses on ensuring that all students, including those with Autism Spectrum Disorders, can have access to an education appropriate to meeting their needs and abilities.

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; improved 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 greater proportion of children with Autism attend mainstream classes, but some require the environment of a special class or special school. This decision is based on a recommendation contained within a professional assessment and in consultation with the NCSE.

The NCSE is responsible, through its network of Special Needs Organisers, for the development and delivery and co-ordination of education services to children with Special Educational Needs, including the establishment of special class and special school placements.

Since 2011, the NCSE has increased the number of special classes from 548 in 2011 to 1,459 across the country now, of which 1,196 are Autism Spectrum Disorder (ASD) special classes.

124 special schools provide specialist education for those students with the most complex special educational needs, including students diagnosed with ASD.

While most schools fully embrace an open and inclusive policy, some students with Special Educational Needs continue to experience difficulties in securing enrolment. My Department has acknowledged that in recent years the establishment of special class provision in some schools and communities has been challenging.

The Education (Admission to Schools) Act 2018 when fully commenced will assist in addressing these issues.

The Deputy will be aware that, on the 3rd October 2018, my predecessor, Minister Bruton commenced a number of sections of the Act. On that date the Minister also announced the commencement of Section 8 of the Act, from Monday 3rd December 2018, which will provide the Minister with a power, after a process of consultation with the National Council for Special Education (NCSE), the board of management and the patron of the school, to compel a school to make additional provision for the education of children with special educational needs.

This power will come into effect on Monday 3rd December 2018. The NCSE is engaging with the education partners and with a view to finalising procedures in advance of this date. This new power will build on the work which has been done in recent years to facilitate schools to open special classes.

Section 67 of the Act will provide certain powers to the NCSE to designate a school placement for a child in circumstances where a child is experiencing difficulties in securing enrolment.

A number of the remaining sections of the Act which have not yet been commenced including Section 67, require regulations and procedures to be drafted, and will require consultation with the Education Partners prior to commencement.

I intend to have the other remaining sections of the Act commenced in time for admissions to the 2020/21 school year.

The Deputy will also be aware that a number of sections of the Education for Persons with Special Educational Needs Act 2004 have been commenced, including those promoting an inclusive approach to the education of children.

A number of sections of the EPSEN Act have yet to be commenced.

The Programme for a Partnership Government committed to consulting with stakeholders on how best to progress aspects of the Act on a non-statutory basis.

It is therefore intended to bring into effect many of the good ideas contained in the EPSEN Act, on a non-statutory basis initially through policy developments across a range of areas.

Question No. 278 answered with Question No. 243.
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