Supporting Students with Autism Spectrum Disorder in Schools

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Introduction 1. Introduction Under Department of Education and Skills (DES) policy, all students, including students with special educational needs, should be included in mainstream schools unless this is not in their best interests or the interests of those with whom they are to be educated. Some students have more complex special educational needs requiring supported placements. Here, Department policy is for a range of provision to be available, from mainstream placement with additional supports, placement in a special class with the option of inclusion in mainstream or placement in a special school. In 2013, the then Minister for Education and Skills, Ruairí Quinn, T.D. asked for policy advice on educational provision for students with autism spectrum disorder (ASD). The terms of reference for this advice are set out below. 1.1 Terms of Reference: Educational Provision for Students with ASD 1. To review current national and international research literature on evidence-based practices and interventions for the education of children with autism/ASD, with a particular focus on other EU countries. 2. To review, and provide an overview of, current State-funded educational provision for children with autism/ASD, to include early intervention and the extended school year scheme, identifying the roles of the various agencies and State as well as the strengths and gaps in the educational and wider framework of supports that significantly impact on the education of children with autism/ASD. 3. To review, with particular reference to educational and social outcomes, the effectiveness of the range of evidence-based practices and interventions for the education of children with autism/ASD. 4. To identify the nature and extent of educational intervention(s), teaching practices and other supports which should be provided to enable children with autism/ASD achieve educational outcomes appropriate to their needs and abilities. 5. To make recommendations on future arrangements that should be in place, where necessary, to improve the nature, extent, planning and delivery of education to children with autism/ASD, with specific reference to the roles of agencies and the nature and extent of supports that should be in place, taking into account the need for flexibility given constrained resources. 16 Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015
Introduction When developing policy advice, the NCSE must: • Provide an assessment of the implications of that advice for the resources, including financial resources, available to the State in respect of the provision of education; and • Have regard to the practical implementation of that advice (Government of Ireland, 2004, Section 20 (3) (b)). 1.2 Methodology The NCSE provides independent, evidence-informed policy advice to the Minister. In preparing this paper, we commissioned two research studies. One study 5 systematically reviewed literature on educating persons with ASD published 2008-2013, building on research carried out for the NCSE 6 which had considered earlier literature. The second commissioned research study was an evaluation of State-funded educational provision for students with ASD 7 . We also considered an extensive range of other research studies. We consulted widely and held over 30 meetings with educational partners and stakeholders – see Appendix 4 for an outline of this process. Presentations to our Council were invited from parents, teachers and academics knowledgeable in ASD to learn from their experiences. Our Council members and officials visited a range of school settings where students with ASD were educated. The contents of this paper were thoroughly discussed by Council before being finally approved as formal Council policy advice. 1.3 Previous NCSE recommendations for all students with special educational needs, including students with ASD The education of students with ASD is part of the general educational system. The NCSE proposed 28 recommendations for general systemic improvement in our 2013 policy advice paper 8 and these generic recommendations apply equally to students with ASD. Its main recommendations include: • The EPSEN Act 2004 to be implemented in full as soon as resources become available • A regulatory enrolment framework to be put in place whereby every student with special educational needs is protected from barriers that prevent his/her access to enrolment into a school 5 Bond, C. et al (In Press). Educating Persons with an Autistic Spectrum Disorder: A Systematic Literature Review. Trim: NCSE. 6 Parsons et al (2009). International review of the Literature of Evidence of Best Practice Provision in the Education of Persons with Autistic Spectrum Disorders. Trim: NCSE. 7 Daly, P., Ring, E. et al (In Press). An Evaluation of Education Provision for Students with Autism Spectrum Disorder in the Republic of Ireland. Trim: NCSE. 8 National Council for Special Education (2013). Supporting Students with Special Educational Needs in Schools. Trim: NCSE. Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 17
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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 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 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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