I propose to take Questions Nos. 153 to 156, inclusive, and 166 together.
My Department's preferred approach to the provision of appropriate education for children with autism, is through the primary and post primary school network, whether through placement in mainstream classes, in special classes or in special schools, a view that is supported by the findings of the Task Force Report on Autism. My Department supports a multi-skills approach in regard to the education of children with autism where a range of teaching methods are available e.g. Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH), ABA (Applied Behavioural Analysis), Picture Exchange Communication System (PECS).
The Deputy may be familiar with the variety of current provision in this regard, which includes pre-school classes for children with autism, special classes for children with autism attached to special schools and mainstream schools, special classes for Asperger's syndrome plus a range of supports for pupils with autism integrated in mainstream classes.
My Department also funds a pilot scheme for 12 centres where ABA is the exclusive approach. Sanction has been given for 14 centres under the scheme and two have yet to open. The Saplings centre referred to by the Deputy is funded under this scheme.
My Department's Inspectorate carried out an Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) This inspectorate report describes an evaluation of the education that is provided for children with ASD in a variety of settings nationwide. The elements of good practice identified during the evaluation process and in the literature review form the basis for the report's recommendations which will make a positive contribution to policy development and to the continuing improvement in the quality of education that is available to children with ASD including the future of the pilot scheme.
My Department supports the training and professional development of staff working with children with special educational needs through the Special Education Support Service (SESS) which was established in 2003. The service as appropriate, consolidates co-ordinates, develops and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs in a variety of educational settings. Generally this support is provided by direct training input or sanction for school staff to attend courses recognised and funded through the SESS.
As part of its response to the growing demand from teachers for support and training, the SESS is currently developing teams of trainers to deliver training in four specific areas, one of which is Autism. This training will be delivered locally through the Education Centre network and/or through whole-staff in-school support. School Authorities will continue to work with parents to ensure a consistent home/school approach to the education of children with autism.
While funding had been previously been made available to parents to attend certain courses on an ad hoc basis, my Department is currently reviewing its position in this regard and a decision in relation to future funding of parental courses will be considered in the context of this review.
I wish to advise the Deputy that responsibility for the provision of occupational therapy services rests with the Health Service Executive.