Supporting Students with Autism Spectrum Disorder in Schools

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Pre-School Children and School-Aged Students with ASD • Over 11,000 learning support and resource teachers 25 in mainstream primary and postprimary schools. • Almost 11,000 SNAs to assist schools in providing care supports. • One teacher and a minimum of two SNAs for every primary special class of six students with ASD (1.5 teachers and a minimum of two SNAs are allocated for every post-primary special class). • Assistive technology. • Professional development for teachers. • Special transport scheme. • Special equipment and furniture where required. • Enhanced capitation grant. • Adapted school buildings. • Extended school year scheme. The following section addresses teaching provision in mainstream and special schools. In December 2014, the 13,873 students with ASD in the school system broke down as follows: Table 3: Distribution of Students across Settings Setting Number of students Early intervention (EI): mainstream schools 522 EI classes: special schools 177 ASD special classes: primary 1,974 ASD special classes: post-primary 733 Mainstream primary – resource teaching (RT) support 5,784 Mainstream post-primary – RT support 2,941 ASD special schools 518 Other special schools 1,224 Total 13,873 Source: NCSE, December 2014 25 There were 6,225 additional teaching posts available for 2014-15 which should be compared with 5, 745 posts for 2013-14 and 5,265 posts for the 2012-13 school year. While additional posts have been made available to the system over these years, the overall demand for such posts has also increased. This meant a decision was taken by the DES in 2012-13 to adjust the basis for sanctioning resource teaching hours to schools (to 85 per cent) to ensure the NCSE had capacity to respond to applications from schools. For students with ASD, schools are accordingly sanctioned 4.25 hours for each student with ASD (85 per cent of five hours). 38 Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015
Pre-School Children and School-Aged Students with ASD Of these students: • 63 per cent were educated in mainstream classes • 23 per cent were educated in special classes in mainstream primary and post-primary • 14 per cent were educated in 118 special schools • 23 per cent of all students with resource teaching hours were students with ASD • 25 per cent of all resource teaching posts were allocated for ASD • 73 per cent of all special classes approved were for ASD • About 40 per cent of all students with SNA support had ASD • 69 per cent of all students with ASD accessed SNA support. Table 4 below offers a further breakdown of these figures for primary and post-primary: Table 4: Snapshot of Provision in Schools for Students with ASD Students with ASD in mainstream classes Resource teacher posts for ASD ASD special classes in mainstream schools Total Primary Post-Primary 8,725 students 5,784 (66%) 2,941 (34%) 1,551 posts 983 (63%) 568 (37%) 627 classes* 475 (76%) (incl 95 early intervention classes) 152 (24%) Special schools 26 118 schools** N/A N/A * 3,229 students in special classes in mainstream schools including 522 children in EI classes ** 1,919 students in special schools including 177 children in 32 EI classes. (NCSE, December 2014) Source: NCSE, December 2014 2.2.1.1 SNA Support Some 9,637 students with ASD (about 40 per cent of all students with SNA support) have access to SNA support – see Table 5 showing snapshot of support: Table 5: Snapshot of SNA Support in Schools for Students with ASD Classes Number of Students with SNA Access Mainstream classes 4,489 Special classes in mainstream schools (including EI classes) 3,229 Special schools (including EI classes) 1,919 Total number of students 9,637 Source: NCSE December 2014 26 Twenty of these 118 special schools enrol students with ASD and complex needs. Some of the remaining schools enrol students with ASD with another disability, for example a student who is Deaf/Hard of Hearing and has ASD or a student with moderate general learning disability who has ASD. Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 39
Page 1: Supporting Students with Autism Spe
Page 4 and 5: © NCSE 2015 National Council for S
Page 6 and 7: 2.3 Developing Knowledge, Skills, U
Page 8 and 9: Index of Tables Table 1: Increase i
Page 10 and 11: Abbreviations ABA ACCS ADHD APP ASD
Page 12 and 13: SEN SENO SENCO SERC SESS Severe EBD
Page 14 and 15: Executive Summary Executive Summary
Page 16 and 17: Executive Summary The NCSE is pleas
Page 18 and 19: Executive Summary School-aged stude
Page 20 and 21: Executive Summary Developing teache
Page 22 and 23: Executive Summary The Departments o
Page 24 and 25: Executive Summary HSE Multidiscipli
Page 26 and 27: Executive Summary Schools therefore
Page 28 and 29: Introduction 1. Introduction Under
Page 30 and 31: Introduction • A continuum of edu
Page 32 and 33: Introduction In Ireland a prelimina
Page 34 and 35: Introduction Provision 2001 2014 Ty
Page 36 and 37: Pre-School Children and School-Aged
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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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