Dáil Éireann Debate, Tuesday - 20 June 2017
573. Deputy Willie O'Dea asked the Minister for Education and Skills if his attention has been drawn to the problem that parents are facing with children diagnosed with autism in securing a place in an ASD class and within their local area; the measures being taken to tackle this problem; and if he will make a statement on the matter. [28235/17]
Amharc ar fhreagra574. Deputy Willie O'Dea asked the Minister for Education and Skills the reason funding for ASD classes at secondary level is different to primary level; the reason not all schools have these classes; the reason SENOs and the NCSE do not have the authority to instruct schools to open these classes when there is clearly a need for these classes; and if he will make a statement on the matter. [28237/17]
Amharc ar fhreagraI propose to take Questions Nos. 573 and 574 together.
It is the policy of my Department that all children with Special Educational Needs, including those with Autistic Spectrum Disorders, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
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.
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; improving 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 NCSE policy advice notes that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.
It follows therefore that, where they are able, students should be given every opportunity to participate in mainstream settings and only be enrolled/retained in special class and/or special school settings where their levels of need warrant this.
Almost 18,000 students in schools have been diagnosed with autism. My Department invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 26% to attend special classes in mainstream primary and post-primary schools, and
- 11% to attend special schools.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas where there is an identified need.
The NCSE continues to establish additional special classes to support children with Special Educational Needs including Autism as required. Since 2011, the NCSE has increased the number of such classes by over 50% from 548 in 2011 to 1153 across the country now, of which 889 are Autism Spectrum Disorder (ASD) special classes.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
While it is not always possible to ensure that a special class placement will be available in the child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand.
My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements can access such placements in schools within their communities.
My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements can access such placements in schools within their communities.
Primary ASD Special Classes are staffed with a lower pupil–teacher ratio of 6:1 and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 pupils. Primary ASD Special Classes also receive enhanced capitation of €670 per pupil.
Post Primary ASD Special Classes are staffed with a lower pupil–teacher ratio of 6:1.5 and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 pupils. Post Primary ASD Special Classes do not receive enhanced capitation.
The NCSE Policy Advice contains a recommendation that my Department should consider extending the enhanced level of capitation grant for ASD to post-primary schools with special classes on the same basis as primary schools to assist them with the increased running costs associated with these classes.
This recommendation is currently being consideration in my Department.
