Dáil Éireann Debate, Tuesday - 1 December 2020
450. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she continues to make provision of sufficient places for children with autism throughout mainstream education at both primary and secondary level; the extent to which the needs of students are being met to the fullest extent possible in line with projections; and if she will make a statement on the matter. [40471/20]
View answerIt is my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school.
This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
My Department's policy is therefore to provide for the inclusive education of children with special educational needs, including autism, in mainstream schools. The majority of children with special needs attend mainstream education with additional supports.
This policy is supported by significant investment by Government, €2bn or 20% of the total education spend. This funds the provision of additional teachers, special needs assistants and other supports required to enable children with special needs to access education.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.
It is therefore not the case that special educational placements are required to support all children with special educational needs, nor is it intended that this should be the case.
As the first-ever Minister with responsibility for special education, I am however determined that specialist educational placements are available to meet the needs of children with special educational needs where required.
We are fortunate in Ireland that most schools accept their responsibility in this regard and are very willing to enrol children with special educational needs and open special classes to meet the needs of their community.
Good planning is essential to ensuring that specialist placements are available when and where they are required.
The National Council for Special Education has a statutory function to plan and coordinate specialist provision throughout the country. My Department works closely with the Council in supporting the establishment of the necessary provision.
Demand is forecast based on engagement with families, schools, HSE teams, NEPS and other relevant stakeholders.
There are now 1,836 special classes in place, compared to 548 in 2011. Of these 1,567 are Autism classes. Provision in special schools has increased from 6,848 placements in 2011 to approx. 7,872 this year.
And while the significant growth in special class and school provision is a strong indicator the current approach is effective, there are challenges in some parts of the country where increases in population and other issues have led to reports of a shortage of specialist school places.
Recently, protocols and procedures have been developed between my Department and the NCSE that provide for a more joined up approach to planning at both national and local level. The NCSE is developing a five year forecasting tool which incorporates population demographics and forecasts of need which will inform future planning for special class accommodation in major projects and new school builds.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
NCSE has also been asked to provide policy advice on the future of special schools and classes and the advice is expected before the year end. The evidence based advice will take account of local and international perspectives including the views of stakeholders.
In the meantime, my Department will continue to provide for a continuum of provision, which includes special class and special school places for children who have been assessed as needing such placements.
