Vol. 565 No. 2
4 Mr. Stanton asked the Minister for Education and Science his plans to support and expand schools and services involved in educating children with autistic spectrum disorders; his further plans to secure the future of schools such as the CABAS schools currently operating on a pilot basis; his further plans to support the establishment of other such schools across the country; and if he will make a statement on the matter. [10529/03]
All children with special educational needs within the primary school system, including children with autistic spectrum disorders, ASDs, have an automatic entitlement to a response to their needs.
The special educational needs of children with ASD can be addressed in special dedicated schools, special dedicated classes attached to ordinary schools or on an integrated basis in ordinary schools. Decisions regarding the most appropriate model of response in each particular case are based on the professionally assessed needs of the individual child. Many children at primary school level with disorders on the autistic spectrum are capable of attending ordinary schools on an integrated basis with the support, where necessary, of resource teacher and-or special needs assistant services. Where the level of the condition is of a more serious nature, provision is made by way of special schools or special classes attached to ordinary schools. All such facilities operate at a maximum pupil teacher ratio of 6:1 and special needs assistant support is provided where required.
My Department allocates additional resources to individual second level schools to cater for special needs pupils enrolled in those schools. Applications for resources are referred to the national educational psychological service and each case is considered on its merits.
There are seven facilities in the State operating on a pilot project basis that use alternative educational methods for teaching children on the autistic spectrum; three are CABAS facilities. The CABAS teaching method employs a comprehensive application of behaviour analysis to schooling approach. A decision on the approval of other such establishments will be made in light of evaluations of provision for children with ASD currently being carried out by my Department's inspectorate. The evaluation process will also include educational services for children with autism in other settings such as special schools, special classes and children integrated in mainstream schools. It is envisaged that a report on the outcome of the evaluation will be available this year.
It is my intention to ensure that all children, including children with autistic spectrum disorders, receive education appropriate to their needs.
I thank the Minister for that comprehensive answer. The Minister mentioned integration into mainstream schools. Has he solved the problem of dual enrolment, an issue of which the Minister is aware, where children attend a CABAS school but also a mainstream school one or two days per week? Has the Minister visited any of the CABAS schools? If not, will he try to find time in his busy schedule to do that and inform himself of the excellent work being done in those schools? Can the Minister give me an assurance that he will look favourably on those schools, many of which operate under a cloud of uncertainty? They are doing excellent work but they need his personal support to plan ahead and retain staff. Finally, can the Minister tell us anything about the Middletown project in County Armagh?
I thank the Deputy for the question. I have not yet visited a CABAS school. I have visited one or two autism units attached to mainstream schools but in deference to what the Deputy said I will try to ensure that I visit a CABAS school.
I do not wish to impute motives to the Deputy but there may be a suspicion on the part of some people that there is an anti-ABA view in the Department of Education and Science. That case has been put to me by a number of people but I assure the Deputy that as far as I am concerned that is not the case. The study done on autism stated that ABA has a place, as have other methods. I am sure the Deputy will agree that we must ensure we get the most appropriate system for each individual child.
On the question of uncertainty and so on, it is inevitable that once the end of a pilot project approaches people get anxious. We are evaluating the different approaches and until that evaluation is completed, I cannot offer any long-term hope. When the evaluation is completed we will then be in a position to let people know the outcome.
The problem of dual enrolment has been raised with me. I am aware that some schools operate their own systems. That should be done on the basis of the needs of the child, rather than being prescriptive about it. I am aware that in some cases units have been set up close to schools whose method of teaching is Montessori and in other cases they have been set up beside mainstream schools. We should be flexible in trying to facilitate as many approaches as possible.
