Supporting Students with Autism Spectrum Disorder in Schools

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Introduction In Ireland a preliminary prevalence rate of 1 per cent was reported by Dublin City University (DCU) 12 based on a study of over 9,000 children in Dublin, Galway, Waterford and Cork. We estimate that in December 2014, up to 13,873 13 school-aged students with ASD were supported in the education system (this figure does not include children/young people availing of the home tuition scheme). There were a total of 883,903 students in the school system (DES Key Statistics 2014/2015). NCSE data on students with ASD with resource teaching support or in special classes and special schools therefore indicate a prevalence rate of about 1.55 per cent and we propose that this figure should be used for planning purposes. This calculation is based on school-aged children with ASD in state-funded schools between 4-18 years so it doesn’t include those children on home tuition or 3 year olds in early intervention classes (170 children approximately) 14 . It should be understood that this is a school population prevalence rate and is a best estimate based on administrative information available to us. It is not perfect because while it excludes 3 year olds in early intervention classes (170 children approximately) it doesn’t take into the account the number of 4 year olds that are not in school or children aged 4 and older who are on the Home Tuition scheme and not included in overall school population figures. Recommendation 1: Prevalence Rate The DES should adopt an ASD prevalence rate of 1.55 per cent for planning purposes. 1.6 Principles Underpinning Policy Advice on Educational Provision for Students with ASD The NCSE determined the following seven principles to inform its policy advice to ensure the needs of students with ASD are kept central to its proposals and recommendations. These principles echo those underpinning previous NCSE policy advice on supports required by all students with special educational needs but have been applied in this instance to those with ASD. Principle 1: Students, irrespective of the severity of ASD and/or cognitive ability, are welcome and able to enrol in their local schools. 15 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. 12 Irish epidemiological research at Dublin City University (DCU) reported a preliminary finding of a prevalence rate of 1% based on a study of over 9,000 children in Dublin, Galway, Waterford and Cork. 13 This is based on: Early intervention mainstream schools: 522 students; early intervention special schools: 177; ASD primary classes: 1,974; ASD post-primary: 733; resource teaching primary: 5,784; resource teaching post-primary: 2,941 students; ASD special schools: 518; other special schools, 1,224 (NCSE, December 2014). 14 Total school population: (883,903 – 170 children aged 3 years) = 883,733 Students with ASD: (13,873-170) = 13,703 (13,703 / 883,733) x 100 = 1.55%. 15 The NCSE considers that this is an important principle, while recognising that some students with complex needs may require a more supportive special school or special class placement. 20 Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015
Introduction 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. 1.7 State Investment in Educational Provision for Students with ASD The Department’s policy is to provide for a continuum of educational provision to be in place for students with ASD to meet their continuum of educational needs. Students with ASD 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 with ASD with more complex special educational needs may be supported in a special class in a mainstream school. Others may have such complex needs that they are best placed in a special school. Since the publication of the Task Force on Autism in 2001, there has been an extensive increase in provision for pre-school children and school-aged students with ASD, as outlined in the following table: Table 1: Increase in Educational Provision for Students with ASD since 2001 Provision 2001 2014 Type Classes No of Students Classes No of Students Students with ASD with RTHs 16 in primary classes Students – ASD with RTHs in PP classes Home tuition for preschool children Total – Not known – 5,784 students – Not known – 2,941 students N/A N/A 17 N/A 725 children (aged 2.5 to 5 years) 9,450 students 16 Resource teaching hours. 17 403 children with ASD availed of the home tuition scheme in the 2003-04 school year (Source: DES). Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 21
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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 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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