Supporting Students with Autism Spectrum Disorder in Schools

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Executive Summary Executive Summary The National Council for Special Education (NCSE) supports an inclusive education system that enables children and young adults to achieve their potential. One of our key roles is to provide the Minister for Education and Skills with expert, independent, evidence-informed policy advice on special education for children and young adults. In 2013, the NCSE was requested to review educational provision for students with autism spectrum disorder (ASD) and to advise on the future arrangements that should be in place, where necessary, to improve the nature, extent, planning and delivery of education to students with ASD. The NCSE determined the following seven principles to inform this policy advice: Principle 1: Students, irrespective of the severity of ASD and/or cognitive ability, are welcome and able to enrol in their local schools. 1 Principle 2: Students with ASD have an individualised assessment which informs teaching and learning and forms one part of an ongoing and cyclical process of assessment, intervention and review of outcomes. Principle 3: Access to education and care is available on an equitable and consistent basis to students with ASD. Principle 4: Students with ASD have access to a wide-ranging curriculum that is relevant and appropriate to their needs. Principle 5: Students with ASD have access to available educational schemes and supports on the basis of their needs rather than disability category. Principle 6: Available resources are used to maximum effect to drive improved outcomes for students with ASD and State services work together to achieve this. Principle 7: Parents’ role as the child’s natural and primary educators is respected. In preparing this paper, we consulted widely and held over 30 meetings with educational partners and stakeholders. In addition to reviewing relevant national and international research, we commissioned two specific studies: one to review literature on educating persons with ASD between 2008 and 2013 and the second to evaluate State-funded educational provision for students with ASD. 1 The NCSE considers this an important principle, while recognising that some students with complex needs may require a more supportive special school or special class placement. 2 Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015
Executive Summary At all times, our focus was on the needs of students with ASD and how they can be supported to achieve their potential. We recognise that ASD is a spectrum condition so some students with ASD require little support in school and are relatively independent in their learning. Others require a lot of help in their daily lives because their more complex needs and/or co-occurring intellectual disability and/or mental health difficulties affect the level of supports they require and the outcomes they can achieve. Educational planning should be based on an ASD prevalence rate of 1.55 per cent. We found about 1.55 per cent of the general student body receive additional supports because they have been diagnosed with an ASD. While this figure is higher than the prevalence suggested in some recent national and international research, it is in keeping with recent prevalence surveys in the US and UK. It is reasonable to base future Irish educational planning on this figure. The NCSE was pleased to find that much has improved for students with ASD in recent years. There is generally a good, and improving, range of placement options, including appropriate settings where very young children with ASD can receive early intervention and supports. Students are generally supported well in schools and have access to a diverse and appropriate curriculum. Teacher knowledge and understanding of ASD have improved and continue to develop as many have engaged in professional development; the high quality of continuing professional development (CPD) programmes provided through the Special Education Support Service (SESS) and colleges/ universities was noted. There was consensus across all consultation groups that DES provision for students with ASD has greatly improved since publication of the Report of the Task Force in 2001. Significant resources have been invested in teacher development, good accommodation and equipment has been provided in many schools along with extensive teacher and SNA supports. The DES recognises that students with ASD can sometimes require other additional educational supports in order to attend and participate in a meaningful way in school and funds the following additional supports for some: • SNA support for students with significant care needs arising from their disability • Assistive technology • Specialist equipment • Special school transport arrangements • School building adaptations where necessary • Enhanced levels of capitation grants for special schools and mainstream schools with special classes. Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 3
Page 1: Supporting Students with Autism Spe
Page 4 and 5: © NCSE 2015 National Council for S
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Page 12 and 13: SEN SENO SENCO SERC SESS Severe EBD
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Page 30 and 31: Introduction • A continuum of edu
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Pre-School Children and School-Aged
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Appendix 1: Summary of Previous Rel
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Appendix 2: Historical Context and
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Appendix 3: List of Special Schools
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Appendix 4: The Consultation Proces
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Appendix 4: The Consultation Proces
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Appendix 5: List of Interventions A
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Appendix 5: List of Interventions P
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Appendix 6: List of Recommendations
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Bibliography Bibliography Agency fo
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Bibliography Carr, J.E. and Firth,
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Bibliography Eikeseth, S., Smith, T
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Bibliography Harchik, A., What is t
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Bibliography Mannion, A., Leader, G
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Bibliography New York State Departm
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Bibliography Reed, P., Osborne, L.A
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Bibliography Special Residential Se
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Supporting Students with Autism Spectrum Disorder in Schools

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