Supporting Students with Autism Spectrum Disorder in Schools

Pre-School Children and School-Aged Students with ASD
In order that children with special educational needs, including children with ASD, are included in
one unified system of pre-schools the NCSE recommends:
Recommendation 2: Pre-school
The Government should bring clarity to the system by having one appropriately
supported national pathway up to, and including, pre-school so that parents understand
the support that is available for their children with special educational needs, including
ASD, from what point this support is provided and where it is delivered.
To bring this about:
2.1 The Government should specify the lead Department with responsibility for providing
for the pre-school system for all children, including those with ASD, and clearly identify
and set out the governance arrangements to be in place 24 .
2.2 Collaborative multidisciplinary assessment must be provided on a timely basis and
lead to individualised planning and early intervention. Staff trained in ASD specific
interventions, and therapeutic/clinical services and supports, must be made available
where needed and tailored to the child’s assessed needs. Parents and pre-school staff
must have access to specialist information, training and guidance on appropriate
interventions based on the individual needs of the child.
2.3 Quality and standards must apply in pre-school settings and when these are in place,
children with complex special educational needs (including many children with ASD)
should be allowed, as appropriate, to spend two years in that setting to ensure they
have every opportunity to be as independent as possible by the time they start
primary school.
2.2 School-Aged Students
2.2.1 Current Provision
The Department’s policy is that students with special educational needs, including 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 more complex special educational
needs may be supported in a special class in a mainstream school. They have the option, where
appropriate, of full or part-time inclusion and interaction with other students. The complex needs
of other students may mean they are best placed in a special school.
The DES policy focuses on ensuring that all students, including those with autism spectrum disorders,
can have access to an education appropriate to meeting their needs and abilities, preferably in a
school situation. The DES provides schools with significant resources to support these students
including in 2014-15:
24
The NCSE notes that in responding to a parliamentary question (May 26th, 2015, PQ 20572/15), the Minister for Children and
Youth Affairs, James Reilly, said his Department was currently seeking agreement between three sectors (children, education,
health) on the most appropriate, workable model for supports to pre-school children with special needs. This will be followed by
close co-operation between sectors in defining/developing the model and in making an agreed cross-departmentally supported
proposal for the resources required to implement it. The Department of Children and Youth Affairs committed to leading this
process and the cross-departmental proposal was submitted in September 2015.
Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 37