Frances Fitzgerald
Ceist:404 Ms Fitzgerald asked the Minister for Education and Science the services available in schools to children with ADD, ADHD and Asperger's Syndrome; if he will outline his policy in this regard. [25141/00]
Written Answers. - Special Educational Needs.
My Department provides a range of school-based support services to cater for the special needs of pupils with Attention Deficit Disorder, ADD, Attention Deficit Hyperactivity Disorder, ADHD, and Asperger's Syndrome.
In some cases, where the condition is not of a serious nature, the children are capable of attending mainstream schools on a fully integrated basis, with the support where necessary of the resource teacher service. Arising from a Government decision of October 1998, all children with special needs within the primary system now have an automatic entitlement to the supports they require to enable them to gain maximum benefit from education. There are currently over 660 full-time resource teacher post equivalents in place in the primary system to cater for such children.
Where more pronounced forms of the conditions in question arise, children have access to a range of special schools and special classes attached to ordinary schools. Special schools and special classes, catering for children with ADD and ADHD, operate at a pupil-teacher ratio of 11:1. Special schools and special classes catering for children with Asperger's Syndrome, which is a form of high functioning autism, operate at a pupil teacher ratio of 6:1. Children attending special schools and special classes also attract increased rates of capitation funding.
The National Education Psychological Service also plays an important role with regard to assessment and educational provision for pupils exhibiting persistent and maladaptive levels of inattention, hyperactivity and impulsivity.
My Department also works in close co-operation with the health authorities to ensure that any necessary health care or therapeutic services are made available to the pupils.
I recently established a special task force on autism to examine current models of provision in this area and to make recommendations on how such provision can be further improved. The task force, which has been requested to report within three months, will consider the needs of pupils with Asperger's Syndrome.
I have also announced my intention: to introduce nation-wide pre-school service for all children with autism; to extend the school year through the month of July in the case of all special facilities catering for children with autism; to double the level of special needs assistant cover provided to each special class catering for children with autism, and to provide a programme of specialised teacher training for teacher dealing with children with autism.
I am also proposing to appoint an internationally recognised expert in the field of autism and a clinical psychologist to collaborate in the development of policy relating to the provision of education services for children with autism.
I am satisfied that the measures currently in place, coupled with the further initiatives which I have recently announced, will result in a significant enhancement of the quality of education service available to the children in question.