Educational Provision for Pupils with Autistic Spectrum DisorderASD

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1 Educationa Provision for Pupis with Autistic Spectrum DisorderASD

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3 TABLE OF CONTENTS Foreword 1 Introduction 3 Chapter 1 What is autism? 7 Triad of Impairments 8 The Causes 9 Spectrum Disorders 1 0 The Learning Stye in Individuas with ASDs 1 1 Chapter 2 Intervention approaches 15 Educationa Approaches 1 5 Communication Approaches 18 Interactive Approaches 1 9 Concusion 2 0 Chapter 3 Current educationa provision for pupis with autistic spectrum disorder 21 SECTION A: SPECIAL CLASSES IN MAINSTREAM SCHOOLS 21 The Estabishment of Specia Casses 2 1 Support Services 2 2 Funding 2 2 Referra and Enroment Poicies 23 Continuum of Provision 2 3 Curricuum 24 Integration 2 5 Professiona Deveopment 25 The Provision of Summer Programmes 2 6 Chaenges for the Schoo 2 9 SECTION B: PROVISION FOR PUPILS WITH AUTISM IN SPECIAL SCHOOLS 32 Resources 3 2 Referra 3 2 Pre-schoo Provision 3 3 Curricuum 3 3 Integration 3 4 Professiona Deveopment 34 Summer Provision 35 Schoo Administration 36 Future Chaenges 37 Chapter 4 The rationae for continuous educationa provision 39 Thinking and Learning 4 0 Concusion 4 1 Chapter 5 Continuous provision the chaenges 43 Impications of Court Judgements 4 4 The Emergence of Summer Programmes 45 Chapter 6 Concusions and recommendations 49 Nationa Poicy 49 Identification and Referra 50 A Continuum of Provision 51 Continuous Educationa Provision 53 Pupi/Teacher Ratio 54 Funding 5 4 Support Services 5 5 Professiona Deveopment 5 6 Curricuum 58 Concusion 5 9 APPENDIX 1 Specia casses in mainstream schoos 6 1 APPENDIX 2 Specia schoos with provision for autism 62 iii

4 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder APPENDIX 3 Laois Education Centre 6 3 APPENDIX 4 Congress Resoutions Congress Resoution BIBLIOGRAPHY 66 iv

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6 Foreword Autism has been the subject of much recent debate, particuary given the recent Judgement in the Sinnott Case, the estabishment of the Task Force on Autism by the Minister for Education in 2001 and the growth in the number of pupis with autism in both mainstream and specia schoos. The Department of Education and Science has faciitated the estabishment of specia casses for chidren with autism in both mainstream and specia schoos and aso funded a number of private schoos providing an education based on the appied behavioura anaysis approach. Parents, in some cases, have aso insisted that their chidren with autism be fuy integrated into mainstream casses, creating additiona chaenges for cass teachers and principas in primary schoos. In the ight of these deveopments, the Centra Executive Committee of the INTO estabished a Sub-Committee on Autism to investigate a aspects of the subject. This report is the cumination of the work of the subcommittee. The organization woud ike to acknowedge the work of the subcommittee, whose members were as foows: Austin Corcoran Centra Executive Committee, Cathaoireach Mary Lay Centra Executive Committee Angea Dunne Centra Executive Committee Tish Bafe St. Joseph s Nationa Schoo, Newtownmountkennedy Ursua Cotter St. Joseph s Nationa Schoo, Newtownmountkennedy Jim McMonage Our Lady s BNS, Bainteer Siobhán Aen St. Gabrie s NS, Cork John Carro St. Peter s NS, Wakinstown Angea Leonard St. Pau s NS, Beaumont Marie Cantwe St. Pau s NS, Beaumont Ena Fitzpatrick Scoi Mhuire, Leixip Eamon Dunne Beechpark NS Rita Duffy Beechpark NS Tom O Suivan Assistant Genera Secretary 1

7 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder Maria McCarthy Press Officer Deirbhie Nic Craith Senior Officia The organization woud aso ike to record its appreciation of the work of Ms. Tish Bafe, who was commissioned to write Chapters One, Two and Four of the report. Our thanks is aso due to a the principas and teachers who competed the questionnaires which form the basis for Chapter Three of the report. Teachers openness and commitment to embracing the chaenges emerging from the increasing numbers of pupis with autism presenting in their cassrooms is a credit to the profession. Teachers have aways fought on behaf of our most vunerabe pupis particuary given the paucity of support services to assist them in their work and wi continue to give their energy and commitment to meeting the specia educationa needs of such pupis. This report, which cas for adequate resources, proper support services and continuous professiona deveopment opportunities, may be considered a vauabe addition to the organization s pubications in the area of specia education poicy. John Carr Genera Secretary September

8 Introduction It has ony been in recent years that chidren with Autism or Autistic Spectrum Disorder (ASD) have been recognised as a separate category for the purposes of providing specia education. Though the needs of chidren with Autism were addressed to some extent in the Specia Education Review Committee Report (SERC) (DES:1993),it appears that the prevaence of Autism was underestimated. It is aso cear that there was itte understanding of Autism at that time. Today, Autism is frequenty referred to as a spectrum disorder because it can range from reativey mid to profoundy handicapping. However, the SERC report recognised that no one type of educationa provision woud meet the needs of a chidren with Autism and that a continuum of provision shoud be avaiabe ranging from integration in mainstream schoo settings to enroment in specia schoos. At the time of the SERC report, there were no specia casses for chidren with Autism in mainstream schoos. In the main, chidren with Autism attended specia schoos for pupis with emotiona and behavioura disorders. In other specia schoos a teacher coud be empoyed for every six pupis with Autism (SERC 1993:142). Specia needs assistants coud be appointed to schoos and casses with chidren with Autism in accordance with the ratio recommended for pupis with severe and emotiona and behavioura disorders i.e. on the basis of one per cass. The aocation of specia needs assistants has increased since. It was aso recommended in the SERC report that additiona teaching support coud be provided to pupis with Autism enroed in mainstream schoos a minimum of five hours per week. The Department of Education at the time was not in a position to quantify the number of pupis with Autism in the education system. In addition to the Specia Schoos for pupis with emotiona and behaviour disorders, which have aways catered for pupis with Autism, there are now 80 specia casses for chidren with Autism in mainstream nationa schoos and 26 specia schoos with casses for pupis with Autism/Autistic Spectrum Disorder. There are aso many chidren who have been diagnosed with Autism who are fuy integrated into mainstream casses, though the tota number is unknown. The estabishment of the specia casses in recent years, in both mainstream and specia schoos, has mainy been in response to high 3

9 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder profie court cases taken by parents of chidren with Autism against the State, for faiing to provide appropriate education for their chidren. The most famous case has been that taken by Katheen Sinnott on behaf of her son James Sinnott. In his judgement in this case, Justice Barr appears to have taken the view that it is not sufficient for the State to discharge its constitutiona obigations in a positive manner (by responding when approached). Rather the State must be proactive when providing education to the particuar category of the chidren with disabiities. The State, as a resut of the Judgement, has a duty, therefore, not aone to devise a coherent poicy in respect of the provision of education to the chidren concerned, but equay importanty to ensure that the appropriate faciities and resources are made avaiabe to enabe earning to take pace. The findings of Justice Barr, who agreed with the findings of Justice O Hanon (1996), has ead to discussions pertaining to the type of education provision which shoud be avaiabe to chidren with Autism, and the extent of provision during the schoo year. These issues are considered further in Chapters four and five. The deveopment of recent poicy in the area of Specia Education has been very much infuenced by the SERC Report. However, the SERC Report did not adequatey address the needs of chidren with ASD. It is no surprise, therefore, that in the context of this poicy vacuum parents were initiating court cases to secure the educationa rights of their chidren. Recognising the ack of expertise in the area of Autism, within the Department of Education and Science, the Minister set up a Task Force on Autism in October 2000, to report on current poicy and practice. The Report of the Task Force was pubished in March The Department aso commissioned the NFER (The Nationa Foundation for Educationa Research: UK) to carry out an evauation of current educationa provision for chidren with Autism/Autistic Spectrum Disorder. This report has not yet been pubished. In the absence of cear poicy regarding educationa provision for chidren with Autism/ASD, the Department has continued to estabish specia casses in both mainstream and specia schoos to cater for the growing number of pupis diagnosed with ASD. However, the Department has aso given some financia support to CABAS, which runs pre-schoo and primary programmes for pupis with ASD using the Appied Behaviour Anaysis approach to intervention. It is currenty funding five such schoos. These schoos are not part of the Nationa Schoo System. There is aso an increasing number of pupis 4

10 Introduction with ASD fuy integrated into mainstream primary schoos, very often without adequate additiona support. In order to determine nationa poicy in reation to educationa provision for chidren with ASD, it is essentia, as a first step, that the report of the Task Force on Autism be given fu consideration and that the evauation report of the NFER be pubished. In ight of the many deveopments in specia education since the SERC report was pubished in 1993, consideration aso needs to be given to re-constituting the Specia Education Review Committee to review and advise on poicy in specia education in genera. Chapter one of this report gives an overview of Autism and seeks to expain the nature of Autism or Autistic Spectrum Disorder. Chapter two outines various intervention approaches to teaching chidren with Autistic Spectrum Disorder. Chapter three outines the experiences of teachers in specia casses for chidren with ASD in mainstream schoos and specia schoos. This chapter is based on the coation of responses to a questionnaire issued to these casses in November 2001 and January A description of provision in specia schoos which have traditionay catered for pupis with Autistic Spectrum Disorder, is aso incuded in this chapter. Whie questionnaires were not issued to teachers who had pupis with Autistic Spectrum Disorder fuy integrated in their casses, many of the concerns and recommendations outined in this report woud be equay reevant in such situations. Chapter four gives a rationae for continuous educationa provision for pupis with Autism/ASD. Chapter five outines the chaenges concerning continuous provision. Finay, concusions and recommendations are incuded in Chapter six. 5

11 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 6

12 1 What is autism? Whie it woud seem that autism is a reativey new syndrome, history and fokore woud suggest that it has existed for quite a ong time. It may be that individuas with autism in the past were those described as witches, the viage idiot, or indeed the viage sage. However, it was not unti 1943 when Leo Kanner, a psychiatrist from Boston U.S.A, found that a group of his young patients were presenting with remarkaby simiar symptoms that the distinctive features of the condition were abeed. The main defining features that ed Kanner to coin the term Eary Infantie Autism incuded: a profound autistic withdrawa; an obsessive desire for preservation of sameness; a good rote memory; an inteigent and pensive expression; mutism, or anguage without rea communicative intent; over sensitivity to stimui and; a skifu reationship to objects. Kanner s description ed to much debate and research over the ast sixty years and these in turn have ed to modifications of his origina description of the syndrome. In an intensive study carried out in southeast London, Lorna Wing and Judith Goud (1979) began with Kanner s description of autism and concuded that the difficuties associated with autism coud be described as a Triad of Impairments : impairment of socia interaction impairment of socia communication and impairment of socia imagination, fexibe thinking and imagination. It has been recognised that the triad of impairments wi have varied effects on different individuas in different circumstances and even on the same individua over time. In other words autism pres- 7

13 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder ents itsef differenty between and even within individuas depending on their inteectua abiity and age (Jordan 1999). It was these differences that ed Wing (1988, 1996) to introduce the idea of a spectrum disorder, and to describe the syndrome as Autistic Spectrum Disorder (ASD). Triad of Impairments IMPAIRMENT OF SOCIAL INTERACTION The iterature indicates that individuas with autistic spectrum disorders may ive in a word of their own, they may be aoof, distant, remote or withdrawn. This indicates that the individua with autism has difficuty reating to other peope and is often uncomfortabe with others coming into his/her space. When first meeting a chid with an ASD, peope often form the impression that the individua has a hearing probem because of the indifference shown. Individuas with an ASD do not seem to understand what others are thinking and may not be abe to put themseves in others shoes. They seem to be unaware of socia rues or conventions. An exampe of this is the typica inabiity of an individua with an ASD to reaise that they must wait their turn. Many chidren with ASDs may show no interest in making friends, whie some of them wi toerate chidren around them but wi not initiate interactions. Others wi try to interact but may not have the necessary skis to conduct an interaction successfuy. Whie these socia skis can be earnt, the individua s behaviour is often mechanica and awkward. It takes a ot of effort on the part of the individua with an ASD to deveop sociaising skis in order to maintain a friendship. IMPAIRMENT OF COMMUNICATION Chidren with ASDs have difficuty with communication. Many are sow to deveop anguage and some do not deveop speech at a. Others do use speech but it may be imited to words or phrases recenty heard e.g. an adut asks Do you want a biscuit? and the chid repies Do you want a biscuit. This is known as immediate echoaia. Some chidren with ASDs may aso use words/phrases out of context, for exampe rather than using a greeting when an adut approaches her, a chid may say something ike you aseep? Some wi acquire fuent anguage but may speak in a fat tone ack- 8

14 What is autism? ing in intonation. They may aso tend to tak at peope rather than to them, as they do not comprehend the purpose of communication. Those who have fuent anguage may aso miss non-verba cues such as head nodding, facia expression, eye contact, which are often essentia eements of conversation. Individuas with ASDs are often perceived as being very innocent as they unquestioningy accept what they hear and take what is said to them very iteray. They may have an in-depth knowedge of certain subjects and very often wi use this knowedge to hod a conversation with others whether the other individua is interested or not. IMPAIRMENT OF IMAGINATION Chidren with ASDs may often have very imited interests and a imited abiity to pay with toys. As a resut they may spend a ot of time unoccupied. However some may deveop unusua pay patterns with objects e.g. spinning the whees on a truck for ong periods of time, opening and cosing the id of a box, or ining up objects in straight ines. Many chidren aso ike routine and can become quite stressed if routine is changed in any way e.g. if the furniture has been changed about in a room, the route to schoo has been changed due to road works or if swimming casses are canceed. The need for sameness often eads to the chid with an ASD having a restricted diet as s/he may refuse to try different foods. Many may refuse to wear new cothes/shoes. It is important to note that a chid with an ASD wi have eements of these three key features of autism. The combination of eements Figure 1 Triggers that coud cause autism Bioogica Birth/Pregnancy Neurochemica Neuroogica Brain Dysfunction Autistic Spectrum Disorder 9

15 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder wi make for a very distinctive chid and wi pace him/her on the autistic spectrum. However, each chid wi have a different profie and this profie wi change depending on the environment, the educationa faciities avaiabe, their experience and aso their inteectua abiity. The chid with an ASD wi have peaks and troughs in his/her abiities. Within the popuation of chidren with ASDs, there is a wide range of cognitive abiity, ranging from those with severe earning difficuties to those with average or above average abiities. It is aso important to remember that autism can occur aongside other disabiities e.g. Down Syndrome, Cerebra Pasy. The Causes Whie some research has been done, as yet no one knows the cause(s) of autistic spectrum disorders. It is fet that there is no one singe cause. Frith (1991) described autism as a deveopmenta disorder due to a specific brain abnormaity with its origins in genetic faut, brain insut or brain disease. It has been suggested that there may be a set of triggers any of which coud cause autism (see figure beow) (Cumine, Leach, & Stevenson 2000). Severa studies competed in recent years have indicated that the incidence of autistic spectrum disorders is on the increase. There is no reiabe study of prevaence in Ireand avaiabe as yet. Autistic Spectrum Disorder is more common in boys than in girs. Spectrum Disorders As aready mentioned, autism is a spectrum disorder and the most common disorders on the spectrum are Autistic Disorders (AD), Asperger s Syndrome (AS), and Pervasive Deveopmenta Disorders- Not Otherwise Specified (PDD-NOS), Rhett s Syndrome, and Chidhood Disintegrative Disorder (CDD): AUTISTIC DISORDER Autistic Disorder (AD) is aso known as Kanner s Syndrome and /or Cassic Autism. Before a chid has reached 36 months evidence of the triad of impairments is usuay noticed i.e. difficuty in communicating and reating to others, and an inabiity to pay imaginativey or to think in abstract ways. In addition to the triad, repetitive behaviour 10

16 What is autism? patterns are often common e.g. ficking fingers/objects/pieces of string, and/or insistence on foowing rituas and routines e.g. bedtime/bath time rituas foowing identica routes. There may aso be a fascination with certain topics e.g. trains, washing machines, eectricity, birds, timetabes. ASPERGER S SYNDROME The individua with asperger s syndrome (AS) wi aso present with some eements of the triad of impairments but these may be more subte i.e. the individua with AS may be highy verba but may have difficuties with gestures, intonation, interpreting facia expressions and body anguage. It has been suggested that the main difference between an individua with AD and an individua with AS is that the individua with asperger s syndrome has no significant deay in inteigence or anguage deveopment. However the individua with AS may have motor cumsiness i.e. s/he may be awkward in his/her movements, may have difficuty writing or drawing neaty and may often have difficuty competing written tasks. The individua may have organisationa probems e.g. difficuty remembering what books to bring to schoo or cass, what day the P.E. uniform shoud be worn or indeed s/he may have difficuty finding his/her way around the schoo/coege for casses. What is the difference between individuas with Asperger s Syndrome (AS) and those with Higher Functioning Autism (HFA)? Many beieve that the individua with AS is more interested in peope (athough they may not aways be successfu in pursuing this) whie individuas with HFA may show no interest in deveoping reationships with peope and may be happiest on their own. Wing (1996) noted that some very young chidren with Cassic/Kanner s autism do go on to deveop anguage and other skis and by their teenage years may have a the features of asperger s syndrome. PDD-NOS This condition is aso known as Atypica Autism. The abe is usuay given when the conditions of AD or AS are ony partiay met. It may be in terms of age of onset (where it is over 36months) or where the range of symptoms are ony partiay present in two of the three areas required for a diagnosis of AD or AS i.e. the triad, but do pres- 11

17 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder ent with symptoms in one of the areas to a severe degree. RHETT S SYNDROME This syndrome was first described by Rhett in It is a deveopmenta disorder affecting girs and whie it has simiarities to autism which cause this syndrome to occur within the autistic spectrum, it is diagnosed as a separate condition. The chid is seen to deveop normay unti tweve months. After this, there is a rapid regression and by eighteen months she wi have ost vountary movements of her mouth, arms and hands. There is aso significant oss of socia interaction. By the age of two years their understanding of anguage and their abiity to speak is ost. Their cognitive abiity is severey impaired. CHILDHOOD DISINTEGRATIVE DISORDER (CDD) This condition is aso known as Heer s Syndrome after the psychoogist who wrote about it in It is a rare condition where a chid deveops normay unti three or four years of age, but then rapidy regresses, osing speech, the abiity to sociaise and pay. Their cognitive abiity and motor skis are aso severey affected and the symptoms of autism are manifested. Very itte is known about CDD. It is evident that autism is a very compex disorder. Research into the causes and possibe cures has been undertaken but it takes a ong time to verify or discredit the resuts and an even onger time to impement the verified resuts. To date no cure has been deveoped for autism but Janzen (1996:111) states A highy structured and specific educationa programme that addresses the predictabe deficits of autism remains the most effective treatment to date. The abiity to earn new skis to compensate for deficits continues throughout ife. The Learning Stye in Individuas with ASDs The triad of impairments (Wing & Goud, 1979) which is centra to autism wi hinder the earning a chid can derive from interactions, from communications, from pay and from imagination. Many chidren with ASDs may aso have additiona earning difficuties (Rutter 1979) and these factors combined, make up a very distinctive chid in the way s/he thinks and earns. There is evidence from abe aduts 12

18 What is autism? with ASDs that their autism does indeed impact on their earning. Sincair (1992 pg. 295) has this to say: Being autistic does not mean being unabe to earn but it does mean there are differences in how earning happens [what I think is most] frequenty overooked is that autism invoves differences in what is known without earning. Gaps between what is expected to be earned and what is aready understood. Grandin (1995) and Wiiams (1996) aso refer to the apparent differences in cognitive, perceptua and emotiona process which constitute an autistic stye of thinking and earning. Powe & Jordan (1997) say there are four inter-connected features of autistic thinking: 1.The way in which the information is perceived; 2.The way in which the word is experienced; 3.The way in which information is coded stored and retrieved in memory; and 4.The roe of emotion as a context in which these processes may or may not operate. Powe & Jordan (1997) aso identify three common difficuties in the earning styes of those with ASDs. Difficuty in interacting; Difficuties in transfer of earning; and Bizarre behaviour many individuas with ASDs have difficuty with estabishing awareness and understanding of the intentions of others so they are often seen as being odd or bizarre. Teachers need to understand this stye of thinking and earning, as the chid with an ASD wi have probems with communication, sociaisation, imitation, pay, perception, memory, motivation, probem soving, and generaisation. As these are essentia eements of the earning process, the teacher needs to ameiorate these difficuties aowing the chid with an ASD more effective access to the curricuum whie reaising that No two chidren with autism wi think and behave in the same way. Each chid is an individua and wi respond to their autism in his/her own way (Jordan & Powe 1995:4). In order to teach these individuas effectivey the teacher needs to make an assessment of their uneven profies. This assessment wi indicate and determine the focus of teaching needed in any of those areas. The teacher s knowedge and understanding of how autism is affecting the student s earning stye, the chid s strengths, as we as 13

19 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 14

20 the cognitive eve of the chid wi determine an appropriate curricuum for the chid. Parents and members of a mutidiscipinary team (psychoogist, speech therapist and occupationa therapist) may aso add to the teacher s understanding of the earning stye of the chid. Janzen (1996) points out that chidren with ASDs have predictabe attributes which we aso need to be aware of in order to predict the chidren s earning needs: Generay chidren with autism are known for their innocence and guieessness. They are not good at deceiving or impressing peope. They find it difficut to defend themseves, even though their actions may be misunderstood. They are often over compiant. They are often perfectionists. Chidren with ASDs aso have strengths which shoud be utiised when deveoping an appropriate curricuum of work. They can take arge amounts of information quicky and remember the information they take in for a ong time. They understand and use information presented visuay reay we. They enjoy repeating routines which are famiiar to them. They concentrate, enjoy and work we on topics which are of specia interest to them. They understand and wi adhere to rues. In order to effectivey teach chidren with ASDs, a structure is needed which ensures that the content and earning experiences cater for their individuaity. The pervasive nature of autism has such a imiting effect on the individua that it is up to parents, mentors and teachers to give them the toos which wi enabe them to understand and earn in what is for them an aien and confusing word. 15

21 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 2 Intervention approaches It is over haf a century since Kanner (1943) wrote about Eary Infantie Autism. Since then much has been written on the subject, increasing our knowedge and understanding of autism. This understanding has ed professionas and parents to reaise that their objective is not to turn the individua with autistic spectrum disorders into a norma individua but to appreciate that the individua is different and to provide a means by which s/he can function and manage to ead an appropriate ife in a word which is aien to them. This reaisation has ed to a significant increase in the number and range of intervention approaches being deveoped to assist individuas with Autistic Spectrum Disorders (ASD) to achieve a reasonabe eve of independence. Some of these approaches have been deveoped specificay for autism, whie others have been used for chidren with other specia needs but have been adapted for chidren with autistic spectrum disorders. Each approach has been deveoped from a particuar understanding of autism and aims to teach the chid with autistic spectrum disorders ways of understanding others, communicating with others and managing situations which cause them stress. Educationa Approaches The foowing exampes of the most common current approaches to teach chidren with ASD are deat with under the headings Educationa Approaches, Communication Approaches, and Interactive Approaches. TEACCH TEACCH (Treatment and Education of Autistic and reated Communications handicapped CHidren) was deveoped in North 16

22 Intervention approaches Caroina in the eary 1970s by Eric Schoper. It is a ifetime approach to heping peope with autism. Its main focus is to deveop a programme to equip chidren using their skis, interests and needs, to ead a productive ife in the community. The aim of TEACCH is to deveop communication skis and to hep individuas work and pay independenty of aduts (Jordan, Jones & Murray 1998:79). TEACCH does not address the autism directy but rather it endeavours to provide an environment where many of the difficuties can be circumvented thus removing a ot of undue stress and anxiety from the individua with ASD. A cure is not expected but considerabe improvement is considered possibe. The TEACCH Programme has deveoped ways to hep chidren with autism function in an environment that they may find difficut to understand. It does this by providing information in visua format, by providing structure and predictabiity in order to hep the individua understand what s/he has to do, where and when this shoud be done, and in what order. The programme aso uses the individua s strengths and interests to hep them acquire the skis needed to function in the environment that surrounds them. It endeavours to teach the student that the environment does have meaning and that there are patterns in the environment. The student needs to earn to identify the patterns and be abe to foow these patterns independenty, not as a resut of compiance. The TEACCH programme invoves on going assessment and through this assessment of the individua s approach to a variety of materias, directions and activities needs are prioritised and goas are set. Advantages of the TEACCH programme: It seems to be very successfu in reducing chaenging behaviours by giving the individua with ASD predictabiity in time and space through giving him/her a structure. It uses visua strategies to increase comprehension thus heping to make the individua as independent as possibe without adut interaction. It reies on positive interactions between teacher and student. Disadvantages of the TEACCH programme: There is an emphasis on work first, pay ater which does not seem to foster intrinsic enjoyment in work for its own sake. The use of structure which improves direction-foowing skis, can reduce the opportunities for persona choice. There may be an unintentiona ceiing put on a chid s potentia. A high eve of training and consistency is required to impement 17

23 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder the programme which may be difficut to achieve. DAILY LIFE THERAPY (HIGASHI) This approach was deveoped by Kiyo Kitahara who opened one schoo in Tokyo in 1964 and a second in Boston in The schoos cater for chidren with autism. The aim of the schoos is to deveop independence by continuay invoving the chidren in activities which stabiise the emotions, improve physica strength and stimuate the inteect. These activities normay occur in groups. The staff ratios vary from 1:5 to 1:3. Verba instructions are kept short and cear, no aternative means of communications are used. The schoo paces great emphasis on physica education to deveop strength and increase concentration. Music and visua arts are used to improve communication and to deveop daiy iving skis. Activities are a carried out in groups which are highy structured. Lessons progress at the rate of the east abe chid. The chidren are expected to earn through imitation. Advantages: Research has shown that the main strength of this approach is in controing stereotypica and disruptive behaviour. Parents have reported vast improvements in sef-hep skis. Disadvantages: Chidren are continuay dissuaded from any individua spontaneous behaviour. There seems to be no effort to support a chid who has no speech or indeed those who have difficuty with receptive anguage. Higashi has been criticised for its narrow curricuum and that much of the earning is mainy through rote earning. There is a fear that chidren are not stretched to their fu potentia as the schoo caters for the group rather than for the individua. BEHAVIOURAL APPROACH (APPLIED BEHAVIOURAL ANALYSIS) A behavioura approach is based on the theory that a behaviour is earned and is infuenced by its antecedents and consequences. The aim of ABA is to identify factors that encourage/strengthen or discourage/weaken behaviours. It aso aims to anayse a ski into steps which are then used as a teaching programme. Each of these steps is presented with a cear goa and when each of these goas is achieved it 18

24 Intervention approaches is foowed by a reward. Lovaas (1981) writes that chidren who do not have autistic spectrum disorders earn in a environments a the time whie the chid with autistic spectrum disorders does not. Therefore, instruction must be provided for the chid for a his/her waking hours, in schoo home and community. The chid s progress is carefuy monitored and graphed so that it is known when to move on to the next step or to modify the methods used. There is a strong emphasis on imitation and the chid s abiity to imitate. It has been recommended to use ABA with chidren under the age of four but not excusivey. Advantages: It gives the chid a good beginning in the skis needed to earn, i.e. attending, imitation, receptive and expressive anguage. It provides a Functiona Assessment which may ead to a better understanding of a behaviour or set of behaviours. It enabes professionas to use Task Anaysis, which breaks down the skis that need to be earnt. It provides a method to measure progress by scientific evauation. Disadvantages: It fais to take into account the differences in socia and communication functioning when creating a curricuum for a chid with autistic disorders. ABA emphasises the chid s abiity to respond on demand rather than encouraging the chid to initiate communication spontaneousy. Teaching is usuay 1:1 thus ignoring the need to deveop socia skis, which are best earnt through interactions with peers. ABA approach tends to focus on achieving recovery and may ignore the underying neuroogica aspects of autism. There is such an emphasis on 1:1 teaching it may ead to a continuing dependence on prompts. Communication Approaches Communication approaches are designed specificay to encourage and deveop communication skis. Two such approaches are described. PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) 19

25 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder PECS was deveoped in the U.S.A. by Andrew Bondy and Lori Frost in It invoves the use of pictures to request items. It requires interaction with others from the beginning thus encouraging the chid to initiate communication rather than responding to a prompt. The aim of PECS is to deveop communication skis, especiay initiating communication in a socia exchange (Bondy 1996). PECS teaches those who may not have any functiona communication skis how to give a picture of a desired object to another person (communication partner) in exchange for that object. Advantages: The chid is taught to deveop rea spontaneous communication rather than depending on someone to say, What do you want? It introduces the chid with autism to the notion of choice. So now the chid can choose but ony from what is on offer. It gives the chid with autism a visua prompt in conjunction with the auditory abe the communication partner uses. FACILITATED COMMUNICATION This is an approach used for chidren with autistic spectrum disorders since the eary 1980s. The aim of this approach is to aow the chid to communicate using the printed word, aided by a physica touch (hand over hand) from another person (faciitator) to type out their thoughts. Its goa woud be to work towards minimum support or no support at a from the faciitator. Disadvantages: The communication may be infuenced by the faciitator. Interactive Approaches Interactive approaches are used to deveop and extend basic socia and communication skis. They emphasise the importance of buiding reationships with caregiver and chid. The foowing are some of this type of programme. SON-RISE PROGRAM (OPTION APPROACH) This is a programme designed by parents Barry and Samahria Kaufman whose son recovered from autism. It is an intensive 1:1 home-based intervention where the chid is in charge of the situation but is continuay encouraged to participate in interactions with a parent or mentor. During these interactions the 20

26 chid is accepted unconditionay by the parent or mentor. The chid may spend months or years away from the outside word in his/her room/rooms, where parents/mentors come to interact and engage with the chid throughout the day, seven days a week. The aim of the programme is to motivate the chid to want to interact with others and to encourage the deveopment of communication. The approach works with the parents to change their attitude towards the chid which changes the way they behave with the chid. This, in turn, shoud ead to a change in the way the chid behaves. Advantages: The Option approach sees the chid s stereotypica behaviour and socia withdrawa as a response to the chid s inabiity to make sense of the environment, so the approach makes the parents aware that the chid needs to be accepted no matter what s/he does rather than conform to the expectations of others. The quaity and quantity of the chid s socia interactions improve. Disadvantages: The chid is considered so sensitive that s/he is isoated from the outside word day and night for months and maybe even years. HANEN PROGRAMME This approach was deveoped by speech and anguage therapists in Canada and has been adapted for chidren with autistic spectrum disorders. Professionas use this approach to hep parents and staff (caregivers) buid and sustain eary interactions with the chid. A videotape is used to record the interactions between the chid and the parent in the home. The video is then anaysed to make the parent aware of communicative intent and positive interactions thus heping the parent gain confidence to buid on those. MUSICAL INTERACTION This approach provides an environment to faciitate and reinforce communication between the chid with autistic spectrum disorders and the music therapist. The aim is to hep the chid deveop communicative intent. It focuses on what the chid can do and deveops from that. The adut responds to the chid s spontaneous sounds and movements as if they were intentionay communicative which may, in turn, encourage the chid to use them intentionay. The adut may 21

27 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder respond by joining in or imitating the chid s sounds or actions. The adut uses songs, rhymes and pay to encourage interaction, eaving pauses for the chid to react. It is suggested that music may afford opportunities for expressing emotions and may open up channes of communication (Starr 1993). Advantages: Musica interaction is a non-invasive approach which emphasises the importance of buiding reationships between the chid and the adut. It encourages a more positive view of the chid by the caregivers. It encourages the caregiver to foow the chid s ead at his/her deveopmenta eve rather than his/her age eve. Disadvantages: Caregivers fee they need to be musica experts in order to impement this approach and as a resut the approach is not widey used. Concusion This Chapter has touched on the more common approaches or methods of intervention used to teach chidren with autism but there are many other approaches that have not been discussed. It is important for teachers to be aware of the variety of approaches in order to have informed discussions with parents. When teachers are considering which approaches may be appropriate for a particuar chid, they need to ask the foowing questions: In what way does the approach address the deficits in autism? What specific area(s) of autism does it address? How ong has the approach been in use for chidren with autistic spectrum disorders? What are the aims of the approach? Has the approach been evauated? What does this approach require the aduts and chidren to do? How reaistic is impementing the approach in famiy/schoo/community ife? It is important to note that where some approaches have improved the progress of some individua chidren, there is no one approach which has been found to be effective with a chidren with autistic spectrum disorders. The teacher needs to be aware of how the chid with autistic spectrum disorders thinks and earns in order to seect 22

28 Current educationa provision for pupis with autistic spectrum disorder the most appropriate approach or approaches to meet the individua chid s needs. 23

29 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 3 Current educationa provision for pupis with autistic spectrum disorder SECTION A: SPECIAL CLASSES IN MAINSTREAM SCHOOLS The educationa needs of chidren with Autistic Spectrum Disorder (ASD) were not traditionay recognised by the provision of speciaist education. Many such chidren, were either undiagnosed, or attended specia schoos for pupis with emotiona disturbance. In recent years, however, the Department of Education and Science has estabished specia casses for pupis with ASD in both specia and mainstream schoos. There are aso a number of chidren with ASD fuy integrated into mainstream casses. In addition, the Department of Education has funded specific programmes such as CABAS, which operates an Appied Behaviour Anaysis approach to teaching the chidren. The INTO issued a questionnaire to a specia casses for pupis with Autism/Autistic Spectrum Disorder, in November The foowing is a summary of the responses, which were received from 24 schoos. The Estabishment of Specia Casses The first specia cass in a mainstream schoo was estabished in 1995, with further casses being estabished each year, eading to a tota of 41 specia casses currenty attached to mainstream schoos. In most cases, it has been departmenta poicy to estabish two specia casses for pupis with ASD in the one setting. However, among the respondents, nine schoos had two specia casses for pupis with ASD, one had three specia casses, whie eeven had ony 24

30 Current educationa provision for pupis with autistic spectrum disorder one specia cass. One teacher is aocated for every 6 chidren, though in most cases, there are ess than 6 chidren in a cass. The number of chidren with ASD enroed in mainstream schoos and attending specia casses ranged from 2 to 19 in each schoo. In addition to the chidren in the specia casses, eight schoos stated that chidren with ASD were enroed in the mainstream casses. Two Specia Needs Assistants (SNAs) are aocated per 6 chidren. In some cases, an additiona SNA may be appointed specificay to work with one chid. The number of Specia Needs Assistants avaiabe to specia casses ranged from 2 to 7. Support Services Prior to the estabishment of the specia casses in mainstream schoos, the support of speech and anguage therapists, occupationa therapists, psychoogists and specia needs assistants were promised to schoos. For most schoos these promises were made verbay, particuary in reation to the provision of support from heath boards, though eeven schoos received such promises in writing. However, the provision of support services has proven to be far from satisfactory. Eight schoos stated that they had the services of a speech and anguage therapist, with another five stating they had a partia service. Nine schoos had no speech and anguage therapy service. Four schoos stated that they had the services of an occupationa therapist, with one schoo stating they had a imited service. Fifteen schoos had no such service. Six schoos had the services of a socia worker, with one schoo stating it had a imited service. Thirteen schoos had no such service. Five schoos had the support of a psychoogist, two had access to a nurse, one had access to music therapy and two had the services of an autism therapist though it is uncear what this service entais. Some schoos have been given grants of 2,000 (ater increased to 5,000) through the heath board to provide therapy services, though, in this case, schoo boards of management must seek the services themseves. The provision of support services is a matter for the heath boards. Each heath board area differs in terms of the support they make avaiabe to schoos. One schoo outined, that some of the pupis quaified for the support of a speech and anguage therapist, whie others did not, on the basis that they ived in different heath board areas. This is an unsatisfactory situation from a schoo s point of 25

31 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder view. There has aso been a probem of ack of continuity in that there have been changes of personne within the support services. There appears to be a shortage of quaified therapists in many heath board areas, and a feeing among teachers that many are unwiing to work with pupis with autism. Teachers have expressed great frustration with the inadequate support avaiabe from the heath board services. Funding A start-up grant of between 3,000 5,000 ( 3,809 6,948) was made avaiabe to mainstream schoos setting up specia casses for pupis with autism the amount depending on year of estabishment. Some schoos aso received once-off grants towards the provision of furniture. Other schoos received an ICT grant of 1,750 ( 2,222). Annua capitation grants of 450 ( 571)are the ony source of funding since estabishment. Schoos were generay of the view that there shoud be an annua grant ranging between 1,000 5,000 ( 1,270 6,349) per year in addition to capitation grants. In some schoos, parents contributed towards the cost of additiona activities such as swimming, ponyriding and transport to and from venues. However, the ack of funding was not considered as major a difficuty as the unavaiabiity of adequate support services and the paucity of professiona deveopment for teachers. However, one schoo recommended that funding be provided to schoos to enabe teachers to participate in professiona deveopment, incuding conferences. Referra and Enroment Poicies In the greater Dubin area, six schoos stated that pupis had been referred to the specia casses through Beechpark Services, an organisation which provides for chidren with disabiities. Five schoos stated that chidren had been referred foowing psychoogica assessment. Seven schoos cited their heath board as the main source of referras. The remainder quoted word of mouth, the Inspectorate and individua approaches made to the schoo. Fifteen schoos stated that they have a specific poicy regarding enroment in the specia casses for autism, which incuded psychoogica assessment and/or an enroment committee. Three schoos 26

32 Current educationa provision for pupis with autistic spectrum disorder are in the process of deveoping a poicy. Those without a specific poicy cite first come, first served, underdeveopment and capacity to dea with demands. Continuum of Provision In genera, 50% of the pupis attended pre-schoo prior to their enroment in the specia casses for autism. However, three schoos stated that none of their pupis had attended any form of pre-schoo provision prior to enroment in the specia casses. The majority of schoos beieved that eary intervention was crucia and that speciaist preschoo provision shoud be avaiabe to a pupis with ASD. According to the respondents, specific approaches such as TEACCH, PECS and ABA shoud aso be avaiabe at pre-schoo eve, where appropriate for the chid. In addition, teachers were of the view that there shoud be earier diagnosis of ASD and intervention from the appropriate therapists provided prior to enroment in the specia casses. Many teachers expressed concern, however, regarding future provision for their pupis. Tweve respondents (54%) did not know where the pupis in their specia casses for autism woud go to continue their education. Ony 3 of the schoos knew where their pupis woud be going, the remainder were unsure and suggested that possiby mainstream post-primary schoos with support woud take the pupis. Some thought that pupis may be catered for in specia schoos. Some hoped that pupis woud attend mainstream postprimary or specia casses in post-primary and some were activey discussing the issue with oca post-primary schoos. It is cear, however, that provision for pupis with ASD beyond their primary years shoud be panned we in advance as the primary schoos did not wish to continue to provide a service to pupis of post-primary schoo age. As one teacher stated: Secondary Education we cannot and wi not continue educating these chidren beyond primary schoo-going age. The uncertainty surrounding future provision is ceary a matter of concern for the primary schoos. Curricuum The specia casses for pupis with ASD catered for a broad range of 27

33 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder abiity. Five schoos stated that they catered for pupis with average or higher functioning autism. Seven schoos catered for the fu spectrum with another six stating that they catered for pupis from average abiity to severe genera earning difficuties. Five schoos stated that their pupis functioned in the mid and moderate genera earning disabiity range or ower functioning. Some teachers were of the view that chidren with moderate or severe genera earning disabiities were not appropriatey paced in mainstream schoos: Ony chidren with mid earning difficuties are suitaby paced in mainstream. Ony those at the upper end of ASD benefit. If they have severe earning difficuties, they need other support which can be provided in a centra ocation. A primary schoos cannot have poos, muti-sensory rooms, etc. If it is ikey that a person wi need a crade to grave shetered environment, they are better off in a specia schoo. If they have a possibiity of achieving independent iving with some support, they benefit from staying in their oca community with oca support. The majority of teachers stated that they adapted the mainstream curricuum as appropriate for their pupis. Some aso stated that they used TEACCH and PECS. Two specified that they used ABA. Whereas a schoos are aware of the ABA programme, without exception, a had reservations about the programme and ony used certain eements of it as it was considered to be too rigid and intense. Teachers in the specia casses preferred an ecectic approach, varying according to the needs of the chid, though some were of the view that an ABA approach coud be appropriate for some pupis as part of an overa programme. Teachers recommended that a curricuum for pupis with ASD shoud be deveoped which woud address their specific needs. A broad-based programme focussing particuary on socia and communication skis was seen as hugey important. However, it was aso suggested that it woud be difficut to design a curricuum for pupis with ASD, as pupis vary consideraby in their abiity. Teachers fet very much aone in terms of curricuum panning for their casses and found it difficut to source materia. Teachers woud wecome more information on curricuar approaches used esewhere and more assistance with curricuum panning. Nineteen of the schoos (79%) have drawn, or are in the process of drawing up Individua Education Pans (IEPs) for chidren in the specia casses for autism. Where avaiabe, other professionas were invoved in the preparation of individua pans and, in genera, parents were aso consuted. It was generay 28

34 Current educationa provision for pupis with autistic spectrum disorder considered that the preparation of IEPs was an important dimension of curricuum panning for pupis with ASD. Integration A schoos had a very positive attitude to integration. Exampes of integration, in practice, incuded integration during break times, speech and drama casses, art, music, PE, concerts and whoe-schoo based activities. Three schoos had a Buddy system in pace and some schoos had a reverse integration poicy where pupis from the mainstream casses spent time in the specia casses. The foowing are some of the comments from teachers in reation to integration: ASD chidren are educated separatey, but go to the payground at the same time as the other chidren, with their own specia needs assistants (1 assistant per 2 chidren). We hope integration wi increase graduay, depending on chidren s individua needs. In addition to the chidren in the ASD cass, 2 Asperger Syndrome chidren cope in mainstream casses with individua specia needs assistants and hep from resource teachers. There is no point in chidren with autism attending a mainstream schoo if they cannot benefit from integration. We work with it in two ways. Pupis visit the specia casses in a graded, time-tabed way and specia cass pupis visit age-appropriate casses for subjects to the extent of which they are capabe. Integrate where appropriate for each chid. This incudes incusion in mainstream casses for certain subjects. Incusion in genera schoo activities e.g. concerts and visits from mainstream students for activities/essons. Aso, [we] run a Buddy system where senior chidren befriend a pupi with ASD. Professiona Deveopment Laois Education Centre has been given responsibiity for professiona deveopment for teachers and specia needs assistants in the specia casses for ASD. A copy of the professiona deveopment programme for the schoo year is carried in Appendix 4. Many teachers took up their appointment in the specia casses without previous experience in specia education. The provision of professiona support and deveopment in reation to their roes as teachers in the specia casses for ASD is therefore considered crucia. According to Bafe (2001) teachers with some experience in specia education were in a 29

35 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder better position to respond to some of the chaenges that arose in reation to teaching chidren with ASD, such as chaenging behaviour, curricuum, motivating students and deveoping IEPs (2001:71). Some teachers have avaied of training sessions in TEACCH, SPELL and PECS. Twenty five teachers were faciitated to obtain post-graduate quaifications in autism through Birmingham University in the UK, and an additiona twenty five commenced this course in January A respondents fet the need for more professiona deveopment. Areas where additiona professiona deveopment was required incuded: TEACCH courses, Behaviour Management and Speech and Language. Practica, Irish-based inservice based on the resources avaiabe was emphasised by teachers. Opportunities to participate in distance earning woud aso be wecomed. Meeting, networking and exchanging information with other teachers in specia casses for pupis with ASD was aso considered by teachers as an essentia dimension of continuous professiona deveopment. It was aso necessary that teachers woud become famiiar with: theory of autism; assessment of autism; adaptation of earning environment; the curricuum and how to impement it with pupis with autism. Many schoos aso highighted the importance of providing training for the specia needs assistants. The Provision of Summer Programmes Over three quarters of schoos (78%) agreed that chidren with ASD required continuous educationa provision throughout the schoo year. The reasons for this view are that teachers fet that the chidren benefit from a continuous provision of structured education, that they benefit from routine, continuity and famiiar surroundings, that they do not function in free situations and that chidren may regress during the ong breaks. The importance of respite for parents was aso suggested though the need for teachers aso to have a break was highighted. Seven schoos suggested that a summer camp format be used to ensure continuity of provision. Five schoos underined the need for quaified and experienced personne to be invoved. Four respondents suggested that such programmes be provided through the schoos, though seven schoos did not see any roe for the mainstream schoo in the provision of programmes in Juy. Some fet that the schoo coud provide the venue and faciities, but not necessariy the staff. However, 30

36 Current educationa provision for pupis with autistic spectrum disorder nine schoos were supportive of the idea of getting invoved but underined the importance of choice for the staff invoved. The provision of incentives such as extra remuneration and the granting of EPV days was wecomed. One suggested that an additiona teacher be appointed to aow for a staggered year, with no teacher working more than 183 days, but aowing the cass to continue for Juy. Another suggested that parents be given a grant to purchase private provision during vacations. There was a view that the roe of schoos in providing summer programmes shoud be negotiated between DES and INTO and, if courses are educationa, they shoud be designed and deivered by propery trained teachers. Another teacher stated that schoos shoud support the idea that schoos need to be part of the panning now, so that the programme can be agreed rather than be imposed. The foowing comments indicated the variety of views supporting the need for a continuum of provision: The need for a continuum The nature of autism is such that the continuous provision of structured education is most important. These chidren need a structured routine but it does not necessariy mean a schoo one. The importance of routine and famiiar surroundings. Chidren regress during summer hoidays. Parents cannot cope with educationa demands. They benefit from the routine and continuity and socia emphasis which characterises the Summer Schoo. The majority supported the provision of Summer Camp type programmes though, for one, schoo was the optimum choice Through schoo perhaps use Summer Camp format. A mixture of an education programme and a hoiday camp. Summer programme in a different setting. Summer provision shoud provide experiences that are socia, incude speech, movement, etc. e.g. horseriding that cannot be provided during schoo year. Programmes that invove sibings and peers work best. Cass teachers need breaks from the intensity of the teaching environment. Where appropriate, and by choice, significant and famiiar others coud provide a structured but pay-based environment, or perhaps with emphasis on socia / ife skis. 31

37 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder The support of quaified personne was deemed essentia: Ony quaified personne shoud be invoved. Contract peope with experience and knowedge. It shoud be provided by teachers who are professionay trained. However, one respondent was adamant it shoud be the schoo that became invoved: If it s an extension of the educationa programme, most definitey the schoo shoud be invoved. However, if it s a summer camp, I don t think it matters who runs it, as the chidren have to earn to adjust to the change in routine and environment. It woud be easier for the pupis if they were deaing with personne they were accustomed to. Schoos were wiing to assist in a variety of ways: We are prepared to foow the parents wishes the schoo wi provide the premises. Mainstream schoos with specia casses for autism shoud provide the same educationa programme in Juy as schoos for chidren with autism. Schoos shoud offer their buidings and faciities and teachers if they are wiing to participate. However, some reservations were expressed: Chidren can become very confused coming into a famiiar environment, but no educationa casses. Wi chidren be compeed to attend? Impications for integration. Woud summer programme isoate the chidren further? The teachers definitey need a break as their work is extremey demanding. Schoos made some further suggestions: Programme must be more reaxed than it is for rest of year. Opportunity for hands on work experience for those interested in a career in the service. Needs to be structured and very simiar to schoo. Perhaps use one administrator/co-ordinator to work fu-time for a custer of schoos. Cannot, under any circumstances, be imposed on schoos or staff. Must be propery funded and staffed. The difficuty of finding suitabe staff with the appropriate training, 32

38 Current educationa provision for pupis with autistic spectrum disorder or of securing support from the Heath Boards to provide summer programmes was not underestimated. The extra work invoved for schoo principas and the possibe disruption of the permanent teacher s routine were aso noted. Schoos indicated their frustration at the ack of adequate support during the existing schoo year, and were of the view that this matter shoud be addressed prior to any consideration of provision for an additiona month. However, on a positive note, four schoos offered the foowing comments: Our schoo provided a very successfu month-ong summer camp for our chidren this year. A the parents were deighted with it and the chidren oved it. It was a success story ó thús deireadh. Chidren gained both from the more fexibe programme with off-site events and from the different atmosphere in the empty schoo. Staff were very positive and woud do it again. It was very successfu in this schoo. The mode, as estabished, was very successfu in this schoo. The principa or staff of the Summer Schoo may opt out in future and the BOM is happy to appoint a Summer Schoo organiser and staff. Chaenges for the Schoo There was a unanimous view that the workoad of the principa teacher had increased enormousy arising from the estabishment of the specia casses for ASD in the schoo. This was due to extra administration, deaing with outside services, extra supervision, curricuum preparation, handing grants, obbying, monitoring and staff management. The foowing comments give an indication of the increased workoad of principa teachers: Chidren with ASD account for 4% of our schoo popuation and 20% of the principa s workoad. The setting up, enroing, conferring, provision of proper furniture, equipment, monitoring, inservice, obbying Dept., frustration at ack of concern on part of Dept., reuctance of Dept. Inspectors to get invoved my workoad has trebed! Constant enquiries and visits from schoos who have been approached by DES to set up casses. They are given very itte information and depend on those of us who have casses to provide the training very time consuming. Onus of contracting cinica services now responsibiity of BOM / Principa. 33

39 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder On the other hand, respondents were of the view that the incusion of the specia casses for chidren with ASD had contributed positivey to the schoo. Many positive contributions to schoo were isted, among them increased awareness of difference and diversity for staff and pupis and improved parent/teacher and community reations. As some teachers stated: A rea iving experience of incusion, toerance, fostering care for the ess we off has genuiney brought out a ovey side in the good nature of chidren. It has been good for the other chidren to mix with them and to recognise that they need care, attention and kindness. It has heped to show toerance of difference. It is wonderfu to see the improvement in the chidren it s very sow but very rewarding. Better understanding of specia needs among pupis and staff. Encouraged chidren to make aowances and to accommodate chidren with different needs. Estabished the idea among the community that our schoo cares. Pupis and their parents have benefited from the Autistic Cass. The main chaenges for schoos arising from the estabishment of the specia casses incude: integration, supervision, deaing with behavioura difficuties, ack of support and training for both teachers and SNAs, providing a suitabe curricuum and seeking back-up from outside agencies. In terms of assisting with integration, one schoo suggested that mainstream teachers shoud be offered some form of incentive to become invoved in integration of the pupis with autism for part of the week. The increase in the amount of administration and the ack of curricuum guideines were considered to be major factors contributing to the chaenges and difficuties faced by schoos. For most schoos, the chaenge is much more demanding than originay thought. However, many of the chaenges and difficuties experienced by schoos reate to the ack of support services and ack of panning by the Department of Education and Science regarding the estabishment of such casses. Schoos were of the view that they shoud not have to obby for basic support services from therapists, from heath boards and for basic faciities. Schoos fet very much eft on their own, with many of them citing ack of support as a main concern. The foowing comments show the frustration of many schoos in reation to the specia casses for ASD: Schoos are eft very much to own devices set up and off we go no direction, no inspection, no educationa advice. We don t know what the future hods no provi- 34

40 Current educationa provision for pupis with autistic spectrum disorder sion in sight for second eve. Concern that whatever is done won t be good enough. Other concern is that there is no professiona advice on curricuum a work done in casses for autism is down to individua teachers. There are huge demands from parents who have high expectations, often unreaistic, for their chidren. There are few programmes avaiabe and itte guideines. Cinica faciities, speech and anguage therapy, occupationa therapy, music therapy, psychoogica services are non-existent. It ooks ike the more active your parents are in itigation, the better the services to the schoo. This is grossy unfair. Too many issues eft to the principa to sort out. Integration has been one of the most difficut things to manage as the timetabe in the mainstream cass has to be stricty adhered to, otherwise the Asperger s Chid becomes agitated and disappointed. This creates difficuty for some teachers. Schoo poicies in a areas must take into account the needs of the autistic chid e.g. homework, discipine, admissions. As the difficuties of Asperger s Chidren are not aways readiy apparent, training is needed for a the schoo community. To concude on a positive note, however, one schoo stated: We beieve we can meet the chaenges. 35

41 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder SECTION B: PROVISION FOR PUPILS WITH AUTISM IN SPECIAL SCHOOLS There are 49 specia casses for chidren with ASD in specia schoos. Questionnaires were issued to these specia schoos in January Responses from tweve schoos are incuded in the foowing anaysis. The number of specia casses for pupis with ASD in each schoo varied from one to six casses, with the majority having one or two casses. The number of pupis in the casses varied between three and six, with some schoos providing for up to 22 chi - dren with autism in tota. However, nine schoos stated that there were pupis with ASD enroed in the schoo who were not enroed in the specia casses, and one schoo stated that three pupis were awaiting diagnosis. The pupis in the specia casses for autism, had a wide range of inteectua abiity, though the majority of the pupis were functioning in the moderate and severe range of genera earning disabiities. The age range of pupis varied from four years of age to eighteen years of age. The majority of the specia casses for pupis with autism were estabished since 2000, with some having been estabished prior to Resources Schoos were promised many additiona resources in order to estabish specia casses for pupis with ASD. These resources ranged from access to mutidiscipinary teams, permanent cassrooms, additiona accommodation, home support for parents, additiona funding, specia needs assistants, additiona teaching time for speciaist subjects (Home economics, PE, Woodwork, Music), staff training, and a teacher for every six pupis. In three cases, such resources were promised in writing. In some cases, the resources promised were made avaiabe, though in other cases not a resources promised were received. Currenty six schoos have access to speech and anguage therapy, five have access to occupationa therapy, five have access to a socia worker, and some aso have access to nurses, movement therapists, psychoogists and physiotherapists. In some cases additiona cassrooms or buiding refurbishment were promised but did not materiaise. Set up grants avaiabe to the schoos varied from 2,000 5,000 ( 2,539 to 6,349) in addition to capitation 36

42 Current educationa provision for pupis with autistic spectrum disorder funding. The majority of schoos indicated that they woud ike an annua grant of 5,000 ( 6,349) per cass in order to aow for annua expenses such as schoo trips, breakages, hygiene products etc. Referra The majority of pupis were referred to the specia casses for pupis with ASD foowing psychoogica assessments. In one case pupis were referred from a pre-schoo. Many chidren had aready been attending the specia schoo before they were diagnosed with ASD. Schoos generay enro pupis that request admission, though some insist the pupis genera earning disabiities are within the categories aready provided for by the schoo. Pre-schoo Provision In one case a chidren with ASD had attended a pre-schoo service. In another case three quarters of the chidren had attended a preschoo service. In most cases ony some chidren had attended a preschoo service and in two cases none had. A schoos supported the concept of eary intervention and recommended that home support programmes and pre-schoo provision specificay for chidren with ASD shoud be made avaiabe for a chidren diagnosed with ASD prior to their enroment in the specia schoos. Schoos aso recommended that pre-schoo chidren shoud aso have access to the various cinica services depending on their needs. Curricuum Most schoos modify the curricuum in use with the genera pupi popuation of the schoo. Individua programmes are used by the majority of schoos, often based on the TEACCH method, PECS and on the triad of impairment. Other approaches in use incude ABA, Hanen, and the Derbyshire Language Scheme. A number of schoos beieved the ABA approach was suitabe for some pupis particuary younger pupis and incorporated ABA techniques within a more ecectic approach to teaching curricuum. However, most schoos stated that they woud not be in a position to impement such an intensive programme for any ength of time. In genera, teachers were of the view that curricuum for chidren 37

43 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder with ASD needs to be individuaised. A schoos had some form of IEP (Individua Education Pan) but stated that they were imited as in most cases schoos did not have access to the mutidiscipinary support required. Chidren with ASD require more emphasis on sensory needs and socia skis and teachers woud wecome guideines on adapting existing curricuum guideines for pupis with ASD. The chaenges in providing suitabe curricuum are iustrated in the foowing comments: Staff woud ike more knowedge on the 13interventions used with chidren with ASD. Staff aso need guideines on deveoping an appropriate curricuum for chidren with ASD as their needs are so different from those with earning disabiities. Too much emphasis is paced on academic work. In curricuum areas such as sensory integration, music therapy and communication staff have itte or no training. Teachers are increasingy finding themseves fiing in for ack of speciaised staff OT s [Occupationa Therapists], SLT s [Speech and Language Therapists]. A sensory curricuum in conjunction with curricua aready in use woud be of great benefit. Awaiting with interest the aunch of new curricuum for specia education. There is no specific curricuum. However, a curricuum for chidren with ASD shoud cater for the short term and ong term needs of the chid. It shoud be based on the chid s overa deveopment and independence. Skis taught shoud be functiona for ife based on the SPHE programme and occupationa skis needed by each individua chid. Integration The integration of pupis with ASD with other pupis in the schoo poses its own chaenges. The majority of schoos encouraged the integration of pupis with ASD with the other chidren in the schoo as appropriate for exampe for schoo outings, paytime, swimming and assemby. One schoo had a buddy system in pace. In another schoo chidren with ASD were integrated a the time with their peers, as the range of their chronoogica ages did not aow for a separate cass for pupis with ASD. The foowing comments iustrate the variety of practices concerning integration: Most pupis with autism are in age appropriate rather than autistic casses. Sometimes it is impossibe to have two chidren with autism in the same cass i.e. 38

44 where one sets the other one off. Long term aim to integrate pupis with ASD back into the main body of our specia schoo i.e. our moderate earning difficuties casses. As most of the pupis in the schoo have autism, there are no opportunities for integration avaiabe. Professiona Deveopment Teachers in most of the schoos had avaied of some in-career deveopment pertaining to ASD ranging from the Distance Education course organised by Birmingham University, to courses on TEACCH, PECS and ABA organised by a variety of providers incuding Laois Education Centre. Laois Education Centre has been given responsibiity by the Department of Education and Science for co-ordinating professiona deveopment courses in the area of ASD for both specia schoos and mainstream schoos. Schoos, however, woud wecome professiona deveopment opportunities that are ocay based, as it is not aways convenient for teachers to trave. Schoos recommended that substitute cover be avaiabe when teachers attend inservice courses and that more opportunities for professiona deveopment be avaiabe for specia needs assistants. Whereas courses for individua teachers on the various methodoogies are wecome, it was recommended that professiona deveopment shoud aso be provided on a whoe schoo basis. Whie wecoming the increased provision in recent years, teachers are of the view that it is not yet adequate, with training in managing behavioura difficuties being one of the key areas mentioned as not Anger Sadness Catastrophes Faiure Success How do we earn? Pay Imitation Experience The way peope treat us 39

45 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder adequatey deat with to date. Summer Provision There wasn t a genera consensus regarding the necessity for summer educationa provision for pupis with ASD six respondents were of the view that chidren with ASD require continued educationa provision throughout the schoo year with five respondents disagreeing. Those who supported such provision were of the view that pupis with ASD required consistent structure and routine and coud regress during a ong summer break creating chaenges for teachers at the beginning of the new term. This is evident from the foowing comments: Chidren with ASD need consistent structure and routine. They have probems handing free time a break in provision of services means a chid can be set back for the first few weeks of a new schoo year. If behaviours are not consistenty addressed, they re-emerge and are harder to dea with second time round. Students/famiies require structure, routine to minimize abnorma behavioura patterns. Some chidren with autism woud benefit from summer programmes as structure and consistency are vita to them. There was a consensus among those who supported continuous provision that such provision shoud be provided by experienced and propery trained teachers and specia needs assistants. Some were of the view that summer provision shoud be provided by agencies other than schoos and need not consist of a continuum of cassroom provision. Summer provision shoud contain an eement of socia outings where chidren can be given an opportunity to practice skis earned during the schoo year. It shoud provide opportunities for chidren to go paces that they woud be going if they were on their schoo hoidays for that month. It shoud contain an eement of parenta invovement so that the contact the chid is missing out at hoiday time is being provided by the parents. Summer provision does not mean cassroom teaching. Nor shoud it be chid minding. There shoud be a way to provide a programme that woud faciitate the meeting of the chidren s needs. 40

46 The rationae for continuous educationa provision A chidren need a break from education in the summer months. An aternative programme run by the heath board may be appropriate for some chidren e.g. eisure. There were reservations, however, regarding the invovement of different staff with the pupis during summer provision, if it were to be a continuation of the cassroom programme. [We] have huge concerns re Heath and Safety issues in connection with proposed summer provision. How ethica is it to have strangers working with our pupis? Woud outside staff be famiiar enough with TEACCH, PECs to continue to provide consistent approaches required. Change does not work we with many chidren on the autistic spectrum. It was recognised, however, that consutation woud be necessary in order to reach agreement on summer provision. It was aso considered necessary that invovement in summer provision shoud be vountary. There was concern that current remuneration did not provide an adequate incentive for teachers to participate. Provision can ony succeed by agreement with a parties concerned on a vountary/optiona basis. Pay is not satisfactory. After tax teachers fee it s not worth the effort. Schoo Administration There is no doubt that the estabishment of additiona casses for pupis with ASD has created additiona administrative work for principas in specia schoos. The chaenges pertain to the organisation of increased number of staff, iaison with a variety of agencies, curricuum panning and paperwork. The foowing comments indicate the increased workoad in schoos with casses for chidren with ASD: Organising teachers, SNAs, substitute cover, arranging courses, iasing with psychoogist and support team, deaing with parents, potentia court cases, ordering materias, panning and discussing integration with a those invoved; faciitating students and teachers who wish to expand their knowedge of autism; faciitating pay, group eaders and nursing staff, iasing with DES and faciitating the summer opening. Increased panning, administration, human resource management, interaction with vountary/state bodies, financia management, crisis intervention re behavioura patterns, transport management, payro processing 41

47 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 42

48 It is a huge workoad imposed on the principa with itte or no support or remuneration. On a positive note, the fact that pupis with ASD are being catered for in casses which have been estabished to address their particuar needs has been seen to benefit the whoe schoo. Students previousy on genera register as a consequence of dedicated cass now posing reativey few management probems. [We have] aways catered for chidren with autism. Now, however, we are providing autistic specific provision for these chidren with staff that have autistic specific training. One respondent, however, saw the addition of specia casses for pupis with ASD as having a negative effect on the schoo. No positive contribution. Negative more workoad and stress. Future Chaenges It is cear that the estabishment of specia casses for pupis with ASD in specia schoos has created additiona chaenges for the schoo staff. These chaenges are greater, given that many schoos do not have access to a mutidiscipinary team, which is considered essentia for pupis with ASD if they are to benefit from educationa provision. Some schoos aso find themseves in situations where they are trying to provide appropriate educationa programmes in schoo buidings and cassrooms that are totay inadequate. Chidren with ASD can aso be demanding, requiring attention more often than other chidren in the schoo. Schoos woud wecome more training and professiona deveopment opportunities on a whoe schoo basis and more support from the Department of Education and Science in deaing with the chaenges presented by pupis with ASD. We definitey fee that a mutidiscipinary team is crucia for these casses we do not have that. We have to make sure that other pupis do not suffer as a resut i.e. some pupis with autism demand a ot of attention, can be dangerous, disruptive etc. We fee that at times staff are taken up with particuar individuas with autism who are in crisis/neary in crisis. This staff time is taken from others. Chidren with autism have aways been enroed in specia schoos for chidren with 43

49 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder a moderate eve of functioning. The chaenge was to create an environment/structure suitabe to meet their needs. Chaenging behaviour constant change of personne in the muti-discipinary team ack of adequate home support for parents and famiies issue of Juy education. Teachers are concerned about burnout as it is considered a particuar chaenge to teach chidren with ASD. This aso has impications for teacher absences, when it is necessary to empoy a substitute, as the substitute shoud aso have training to teach chidren with ASD. Many schoos find it difficut to recruit staff, and beieve bonuses and sabbatica eave shoud be avaiabe for teachers who work with chidren with ASD. We fee that extra reief staff need to be avaiabe i.e. if the teacher is absent it is not acceptabe to just put in a sub for these pupis, without consistency these pupis suffer enormousy. Probems recruiting and retaining staff due to severe nature of chidren s behavioura probems. The rea possibiity of burn out for autism and the necessity for measures to be avaiabe to avoid the same. I consider reguar sabbatica eave for both teaching and SNA staff to be vita for the continuance of a quaity service. Schoos are aso concerned about proposas to estabish aternative provision which focus incusivey on one method such as ABA. The schoo is very concerned re proposas to set up CABAS casses side by side with existing casses. In summary, the foowing comment synopsises the particuar chaenges faced by teachers in trying to provide appropriate education for pupis with ASD. It woud be much better if individua pupis coud be observed/their needs assessed and met than for any one person or approach to be appointed/appied. Too often approaches work effectivey for a short time but uness there is understanding of the chid and the nature of autism the fexibiity, imagination and deveopment of the programme cannot be deveoped. 44

50 4 The rationae for continuous educationa provision Continuous provision the chaenges What is it chidren do during summer hoidays from schoo? They pay, they interact with other chidren, they expore, in fact they engage in many of the activities isted in Maddock s (1990) diagram of factors associated with earning. However, for a chid with autism, the nature of their disorder is ikey to have a negative impact on the earning vaue of many of these activities. The summer hoiday is a period of earning for the norma chid and indeed for many specia needs chidren such as the chid with Downs Syndrome or the chid with mid/moderate earning difficuties whose deveopment may be deayed but whose capacity to earn from different situations is, in essence, no different to others. The summer hoidays offer a different cassroom to these chidren, it is a cassroom which offers earning from everyday experiences. However, the chid with ASD may not earn from these happy unstructured days of freedom from the cassroom as the majority of chidren with ASD not ony have deayed deveopment but aso have autism which wi have an effect on how the individua thinks and earns. (Maddock 1990) Thinking and Learning Powe and Jordan (1998) say there are four interconnected features of autistic thinking: The way in which the information is perceived; The way in which the word is experienced; The way in which information is coded, stored and retrieved in memory and The roe of emotion as a context in which these processes may, or 45

51 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder may not, operate. These features wi hinder the way chidren with autism wi earn if eft to their own devices. During the hoidays, chidren without autism wi earn through various different channes, as mentioned by Maddock; however, the chid with autism may not. Powe and Jordan (1998) identify three common difficuties in the earning styes of those with autism; Difficuties in interacting, Difficuties in transfer of earning and Bizarre behaviour many individuas with autism have difficuty with estabishing awareness and understanding of the intentions of others so they are often seen as being odd or bizarre. Many chidren with autism wi have probems with communication, sociaisation, imitation, pay, perception, memory, sense of sef and generaisation. Thus whie other chidren may earn through these channes, the chid with autism may not. Exampes of what the chid without autism earns through these channes are too numerous to ist here and very often are regarded as too trivia to be noted. However, Marc Segar, an abe adut with autism tes us A person with autism must earn scientificay what others earn instinctivey. Thus the ong summer hoidays each year may be of itte benefit to the chid with autism. Chidren with autism have a resistance to change due to their impairment of imagination. Whie they are not aways averse to new experiences, there may be some fear or confusion if estabished routines are disrupted. Parents may find this difficut to cope with during the summer months as their chid strugges to dea with their disrupted routine. It has been highighted that chidren with autism remain cam in a we-organised cass for autism. Two months at home where famiy ife may not mirror the highy organised cassroom does not seem to be the most productive option for these chidren s education. Chidren with autism have great difficuty with transfer of knowedge (Grandin 1995). When they have earned a ski they earn it within that context ony. Thus, a chid may be taught to pay with Lego/stickebricks, etc. but for the chid to transfer it to home and hoidays may cause difficuty for her/him. They may have earnt to begin conversations in the schoo yard but may not be abe to transfer that ski to socia situations outside schoo. The chid with autism wi have difficuty with socia scenarios arising out of their inabiity to identify the intentions of others. Hoidays are seen 46

52 Continuous provision the chaenges as times for socia interaction, but this can pose great difficuty for the chid with autism, due to his/her impairment in communication and sociaisation. Concusion In summary, the nature of autism and its impact on the capacity of chidren with autism to deveop and earn woud seem to indicate that routine and highy structured earning environments are more ikey to faciitate deveopment and earning than are situations where routines, settings and personne change from day to day. Thus the provision of traditiona summer time activities may not be as beneficia for chidren with ASD as the continuation of cassroom provision through at east some of the summer period. 47

53 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 48

54 5 Continuous provision the chaenges The issue of the Summer Programmes arose, in the first instance, in the Judgement in Pau O Donoghue s ega case. Pau was a chid with severe and profound genera earning difficuties, who, through his mother, sued the State for not providing appropriate education. Justice Rory O Hanon, in his Judgement on the Pau O Donoghue case, stated the foowing: the engthy hoiday breaks which take pace in the ife of the ordinary schoo appear ikey to cause serious oss of ground which may never be recovered in the case of chidren with severe or profound handicap. Accordingy, to dea adequatey with their needs, appears to require that the teaching process shoud, so far as is practicabe, be continuous throughout the schoo year. He aso stated that: The evidence given in the case aso gives rise to a strong conviction that primary education for this category, if it is to meet their specia needs, requires a new approach in respect of: (ii) Age of commencement; eary intervention and assessment is necessary. (iii) Duration of primary education continue as ong as the abiity for further deveopment is discernibe; age 18may not be unreaistic in this context. (iv) Continuity of Education; The engthy hoiday breaks which takes pace in the ife of the ordinary primary schoo appear ikey to cause serious oss of ground which may never be recovered in the case of chidren with severe and profound handicap. Accordingy, to dea adequatey with their needs appears to require that the teaching process shoud, so far as practicabe, be continuous throughout the entire year. 49

55 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder The Judgement set a egay binding precedent that paces the onus on the State to automaticay provide opportunities for education for a chidren. The judgement not aone directed that Pau O Donoghue be given an education, but aso specified in precise detai: The form that this education shoud take in terms of pupi/teacher ratio; Eary intervention; Continuity of education. The State, however, sought to appea on the basis that the Government reserved the right to determine these matters but ater withdrew. Justice O Hanon s judgement was reaffirmed by Justice Barr in the Sinnott case a case taken by Katheen Sinnott on behaf of her son James who had been diagnosed with autism and had been denied appropriate education by the State. Judgement in the Sinnott case was deivered by Justice Barr on 4 October, Justice Barr adopted, with respect, the earned Justice O Hanon s definition of education and his foregoing findings, incuding that reating to the right of the severey or profoundy mentay handicapped to primary education, provided for by the State under Artice 42 of the Constitution, the pupi/teacher ratio and care assistant ratio per group of six pupis. Impications of Court Judgements Sady, the State s response to both the O Donoghue and the Sinnott cases has been one of major reaction. Therein, however, ies the diemma for the INTO. Any ega consideration of the O Hanon and Barr Judgements woud indicate that: 1.There is nothing ambiguous about the anguage; 2.The ikeihood is that teaching does mean teaching in the orthodox sense; 3.There are a variety of other Judgements (eg. Best case) which adopt a simiar approach; 4.The phrase schoastic education was used in some of the other judgements; 5.Barron and Geoghegan, in the Supreme Court, aso cited O Hanon and apparenty nobody has taken issue with the aspects of the O Hanon Judgement that refer to: 50

56 Concusions and recommendations * Age of Commencement * Duration of Primary Education * Continuity of Education. The above judgements refer ony to pupis with severe and profound genera earning disabiities and chidren with ASD. The questions which must therefore be addressed are as foows: 6.How is the continuation of education to be provided for and by whom? 7.What type of Programmes woud best suit the needs of the chidren concerned? For exampe: * Summer Projects/Camps? * Summer Schoos? * Extension of existing Programmes? 8.What shoud the eve of teacher invovement (if any) be? 9.How best to address the conditions of empoyment issues? 10. Shoud a chidren with autism be entited to Summer Programme provision? Significant questions surround the rights of the chidren concerned, particuary those chidren in the mid to moderate autistic range, to enjoy simiar summer hoidays to their peers. There is aso an issue regarding provision for pupis who are fuy integrated into a mainstream schoo, where there may ony be one or two pupis entited to such provision. 11. How to determine the capacity of the schoo to provide appropriate programmes? Major questions surround the abiity of the schoo to provide Summer Programmes, particuary in reation to: * The eves of cinica support avaiabe; * The pupi/teacher ratio; * The specia needs assistant ratio; * The pressure to teach in Juy; * The referra procedures; * The quaifications, deveopment and training of appropriate staff; * The provision of adequate transport; * The expansion of the roe of principa; * The avaiabiity of appropriate Programmes; * The appropriate eve of remuneration and conditions of empoyment which shoud be negotiated in advance of the estabishment of any Summer Programme; * The eve of grant aid avaiabe for the provision of out of schoo/summer camp activities. The professiona response woud appear to be supportive of continuity of some form of education, particuary for chidren with autism 51

57 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder who earn best in structured environments, whether at pay or in cass. Whie it is accepted that some chidren woud benefit from a continuation of education, the significance of the number invoved has, as yet, to be determined. Whereas the Department of Education and Science are adamant that teacher invovement in any such Programmes must aways be on a vountary basis, concerns have been expressed by teachers in specia schoos and specia casses that subte, covert or overt pressure coud be exerted in order to encourage teachers to engage in the provision of Summer Programmes. The Emergence of Summer Programmes The INTO met a deegation of teachers of chidren with severe and profound genera earning disabiities in 1998 to discuss the issue of summer faciities in reation to the COPE Foundation (where Pau O Donoghue attended schoo) which had emerged at that time. Casses for chidren with ASD in mainstream schoos were aso being estabished at this time. In 1999/2000, the INTO requested the Department of Education and Science to set up a Working Group to discuss the issues surrounding the provision of Summer Programmes in schoos, arising from the O Hanon judgement. The Centra Executive Committee of the INTO aso set up a Subcommittee to consider the issue. This subcommittee recommended that: Chidren shoud be entited to vacation periods simiar to their peers; Summer Programmes/respite shoud be provided by others, mainy caring personne; There shoud be no education invovement in these Programmes. By the year 2000, individua principa teachers were writing to the INTO in reation to the provision of Summer Programmes in schoos. A group of principa teachers representing the schoos concerned wrote to the Genera Secretary in November 2000 seeking a meeting to discuss the emerging issues. A meeting was arranged with the principa teachers concerned in December The principa teachers stated that Summer Camp/services had historicay been provided and funded, by the majority of Heath Boards by way of Chidcare Centres, but that: These Programmes were provided on an ad hoc basis; Pressure was being exerted on boards of management to provide 52

58 Concusions and recommendations summer type Programmes; Negotiations shoud be conducted in respect of principa teachers, transport faciities, funding for Juy Programmes and issues such as mutidiscipinary teams. The principa teachers requested a review of INTO poicy on this matter. Foowing further meetings and discussions at Centra Executive meetings, the INTO submitted a caim to the Conciiation and Arbitration Counci seeking the provision of proper conditions of empoyment for any teacher who woud vountariy take part in Summer Programmes. Agreement was reached in respect of specia schoos for chidren with autism and specia schoos for chidren with severe and profound earning disabiities. No discussions took pace with the Department of Education and Science in reation to the provision of Programmes for chidren with autism in mainstream schoos. Foowing debates and the passing of resoutions at Annua Congress 2001, (See Appendix 6) a consutative meeting was hed in May 2001 with representatives from specia schoos. A further consutative meeting with representatives of specia schoos and specia casses in mainstream schoos was hed in December Diverse views on the issue of summer provision emerged at both these consutative meetings. Further motions have been submitted for discussion at Congress The consutation process regarding this matter is continuing. The INTO wrote to the Department of Education and Science seeking a major review of specia education, and in particuar the reconvening of the Specia Education Review Committee with a view to the deveopment, panning and impementation of Summer Programmes for chidren with Autistic Spectrum Disorder and severe and profound genera earning disabiities. 53

59 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 6 Concusions and recommendations Educationa provision for chidren with Autistic Spectrum Disorder is far from satisfactory. Whereas improvements have been made in recent years, both in the amount of provision and in the support provided, there are many issues which need to be addressed if chidren with ASD are to receive an education which more adequatey meets their needs. Nationa Poicy Educationa provision for chidren with specia needs has suffered from a ack of strategic panning at nationa eve. In particuar, provision for chidren with ASD has grown on an ad hoc basis. In this poicy vacuum, the Department of Education and Science has found itsef responding, often as a resut of court cases or pressure from parents to provide education for their autistic chidren. The Department has provided funding for CABAS, though has not formay endorsed the ABA approach and has commissioned independent evauation of current provision. It aso estabished a Task Force which recenty reported on current poicy and practice. The Minister for Education and Science has given a commitment to estabish a Nationa Counci for Specia Education, which wi have a research and poicy function in addition to a roe in the co-ordination of deivery. When estabished, this Counci may address the acuna in strategic panning of provision and support services for chidren with ASD and a chidren with specia education needs. The ack of nationa poicy in reation to education provision for pupis with ASD has ed to a situation where practices reating to identification, referras, reviews and the provision of support services has varied. In this context, the report of the Task Force on Autism is wecome. This report has identified many areas of poicy and practice which need to be addressed. Given the current emphasis on estabishing specia cass provision either in mainstream or specia schoos, there is aso a concern that the needs 54

60 Concusions and recommendations of the teachers and pupis in schoos where chidren with ASD are fuy integrated may be ignored. The INTO recommends That the Nationa Counci for Specia Education be estabished without deay; That a second Review Committee on Specia Education be estabished to review, consider and advise on current poicy and practice in the area of specia education; That appropriate structures be put in pace to ensure high quaity educationa provision for a pupis with ASD regardess of their setting. Identification and Referra The Report of the Task Force on Autism has highighted many of the inadequacies in reation to eary diagnosis and eary intervention. It is quite cear that many chidren with ASD coud have benefited from earier intervention had they been diagnosed. Autism is a ife-ong condition but, with appropriate education, many chidren can progress significanty over time. The degree of improvement that can be expected and the eve of functioning which may eventuay be reached wi depend on the age of the chid, the eve of anguage deveopment and the eve of assessed inteigence at the time intervention commences. Autism is a broad spectrum disorder. It is found at a IQ eves, the number of areas of functioning which are affected can vary and the degree to which they are affected varies hugey from one individua to another. Therefore, when decisions are being made about the most suitabe pre-schoo faciity or schoo enroment, it is absoutey necessary that various factors such as the pervasiveness and degree of severity of the autistic symptoms, the eve of inteigence and the eve of anguage deveopment is taken into account. Prior to enroment in any schoo, the chid with ASD shoud be assessed by a mutidiscipinary team in order to determine the most appropriate pacement. Such mutidiscipinary teams need to incude a teacher in addition to a psychoogist, speech and anguage therapist, and other professionas as considered appropriate. There may aso be a roe for a visiting teacher in the referra process. Pacements aso need to be reguary reviewed, in order to ensure that the chid remains in the most appropriate setting, in terms of progress and deveopment. Teachers need to be centra to such review processes. Teachers aso need to be faciitated to participate in case confer- 55

61 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder ences and mutidiscipinary team meetings. Forma time must be made avaiabe to enabe teachers to fufi their responsibiities as core members of mutidiscipinary teams. This wi require structured time for such meetings with substitute cover as appropriate. The INTO recommends That a chidren be diagnosed at the eariest possibe opportunity and an appropriate education intervention programme be put in pace; That assessment teams be mutidiscipinary; That teachers be part of mutidiscipinary teams and, therefore, invoved in the referra process prior to a chid s enroment in schoo; That pacements be reguary reviewed by mutidiscipinary teams which incude both the reevant cass teacher and the principa teacher; That teachers be enabed to participate as members of mutidiscipinary teams and to attend case conferences through structured time aocation with substitute cover as appropriate. A Continuum of Provision As the needs and abiities of chidren with ASD vary consideraby, there can be no one mode of educationa provision which woud suit a chidren. The INTO has aways supported the concept of a continuum of provision ranging from fu time enroment in specia schoos to futime supported enroment in mainstream schoos. Where a chid is paced initiay aong this continuum wi depend on needs and abiities as assessed by a mutidiscipinary team. However, a chid shoud be abe to move aong the continuum as a chid s needs deveop and change over time. For exampe, a chid paced in a specia cass in a mainstream schoo foowing initia diagnosis may be abe to progress to fu time enroment in a mainstream cassroom at a ater stage or, aternativey, a chid may transfer to futime enroment in a specia schoo. Movement aong the continuum, where appropriate, shoud foow reguar reviews of the chid s progress. Such reviews shoud be carried out by mutidiscipinary teams which incude teachers. The continuum of provision shoud aso range from pre-schoo provision to third eve. As many chidren are diagnosed with ASD particuary ower functioning ASD between their second and third birthday, a such chidren shoud be enabed to avai of an appropriate pre-schoo intervention programme. This may invove attendance at a reguar pre-schoo for some chidren, to individua one-to-one intervention with others. Such provision shoud be funded by the 56

62 Concusions and recommendations State at no cost to the parents. The organisation of a range of preschoo provision for pupis with specia needs woud need to be coordinated by the Centre for Eary Chidhood Deveopment and Education, recenty estabished in St. Patrick s Coege, Drumcondra. The Government White Paper on Eary Chidhood Education stated that priority woud be given to funding pre-schoo provision for chidren with specia needs and disadvantaged pupis in the context of State poicy on eary chidhood education. Specia schoos and specia casses for pupis with ASD at primary eve cater for a wide variety of abiities. The specia casses in some mainstream schoos cater for pupis with ow functioning ASD, whie others cater for pupis with average or above average eves of functioning or Aspergers Syndrome. The existence of a specia cass for pupis with ASD in a particuar geographica area is therefore, no guarantee that an appropriate provision is avaiabe for each chid diagnosed with ASD. There is a need for a strategic approach to panning a variety of provision, ranging from specia schoos to supported integration incuding specia casses for pupis with ow functioning ASD and casses for pupis with high functioning ASD in specific catchment areas. This may become a function of the yet to be estabished Nationa Counci for Specia Education. Chidren shoud be abe to avai of schoo transport to the nearest, most suitabe, educationa provision. Where pupis are fuy integrated in mainstream casses in the absence of specia cass or specia schoo provision or where it s the most appropriate pacement for a particuar chid appropriate additiona support aso needs to be provided according to the chid s needs. Such additiona support may invove the appointment of an additiona cass teachers and/or specia needs assistants. Pupis with ASD cannot be expected to cope in mainstream casses of 25 to 35 pupis with additiona futime teaching support. The provision of post primary education for pupis with ASD aso needs to be incuded in a strategic pan for comprehensive provision. As stated in an earier Chapter, it is uncear where the majority of pupis attending the specia casses for pupis with ASD wi go when they reach post-primary schoo age. As these casses have ony been estabished in recent years, this issue has not yet become a major probem. However, based on the variety of abiities and needs which exist among the pupis attending the specia casses at primary eve, it coud be assumed that a variety of provision may continue to be required at post-primary eve. It wi, of course, depend on the 57

63 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder progress made by the pupis at primary eve. Some may be abe to benefit from mainstream enroment at post-primary eve, whereas others may require enroment in a specia schoo. There are a number of pupis of post-primary schoo age with ASD aready attending specia schoos, some of whom have attended specia schoos from an eary age. Some pupis with ASD may be abe to progress to third eve education. Additiona support, if required, shoud be provided to enabe such pupis to benefit from third eve education. Additiona support for pupis with hearing or visua impairment are negotiated with the reevant authorities by the Visiting Teacher Service. A simiar mode of ensuring appropriate support coud be estabished for pupis with ASD. The concept of a continuum of provision coud be further supported by a Visiting Teacher Service simiar to the support service provided by visiting teachers to the hearing impaired and the visuay impaired. A visiting teacher coud be aocated to work with a famiy once a chid has been diagnosed with autism. The visiting teacher woud continue to iaise with the famiy as the chid progresses through schoo, advising on the various educationa options avaiabe. The visiting teachers coud aso provide support to the teachers in schoos on matters pertaining to autism in genera and on matters pertaining to particuar individua chidren as required. The INTO recommends That a continuum of educationa provision be avaiabe for pupis with ASD to cater for a eves of abiity within the spectrum; That such a continuum be avaiabe at pre-schoo, primary and post-primary eves; That additiona support for pupis with ASD who wish to attend third eve be provided where required; That each chid with ASD shoud be abe to avai of appropriate educationa provision within a reasonabe geographica area; That schoo transport shoud be provided to pupis with ASD who need to trave to avai of appropriate provision; That consideration be given to appointing visiting teachers with expertise in the area of autism to the Visiting Teacher Service for Pupis with Specia Needs. Continuous Educationa Provision Much debate is currenty taking pace on the issue of organising 58

64 Concusions and recommendations educationa provision for chidren with ASD and chidren with severe and profound genera earning disabiities beyond the standard schoo year. Where schoos have become invoved in the provision of summer programmes, such programmes are considered to have been successfu. However, many teachers fear that they may be coerced into teaching during their summer vacation period, or that the right to a summer programme taught by teachers may be extended to other categories of pupis. Many teachers support the chidren s right to have continuous provision through Juy. However, there is no overwheming consensus on whether this shoud be a continuation of the schoo programme, or a separate summer camp type programme. According to consutative meetings hed with members to date, there is a broad spectrum of views among teachers on this matter. These views range from members who consider that the provision of Juy Programmes shoud be entirey separate from the work of the teachers. Such members are of the view that whatever arrangements are made for the month of Juy, that they shoud be provided by a separate agency heath board or the board of management and be of a summer camp/recreationa type activity. At the other end of the spectrum, some are aready invoved in such programmes and wecome the current deveopments as an improvement and argue that ony teachers as the professiona educators coud provide the continuity of provision required. Others hod the view that the extension into Juy is inevitabe in the context of the court judgements and are of the opinion that the Organisation shoud focus its energy on securing adequate remuneration and conditions for participating teachers, particuary a provision that participation woud remain on a vountary basis. The INTO recommends That participation in summer provision for chidren with ASD continue to be vountary for teachers; That where teachers and principa teachers opt to participate, that they be remunerated adequatey, at agreed overtime rates. Pupi/Teacher Ratio Currenty, the Department of Education and Science aocates one teacher for every six pupis with ASD. However, many pupis with ASD require one-to-one teaching or teaching in smaer groups, particu- 59

65 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder ary in the eary years foowing diagnosis. A rigid pupi/teacher ratio may not be appropriate for this category, as their needs and abiities vary so much. Therefore, teachers shoud be aocated according to need. In addition, where chidren with specia needs are fuy integrated, overa cass size woud need to be reduced in recognition of the fact such chidren generay require more attention and time from the cass teacher. In many cases it woud be necessary to appoint additiona teachers specificay for chidren with ASD who are fuy integrated. The concept of team teaching woud need to be expored in this context. The INTO recommends That one-to-one teacher/pupi ratio be aocated where such provision is deemed necessary in a chid s assessment report; That the ratio to be appied in any particuar cass be determined by the needs of the particuar chidren in the cass; That a maximum teacher pupi ratio of 4:1 appy to casses for pupis with ASD; That mainstream casses where chidren with specia needs are fuy integrated be reduced in size; That an additiona cass teacher be appointed where pupis with ASD are fuy integrated. Funding Many schoos expressed frustration at the ack of cear and precise information avaiabe regarding funding for specia casses for pupis with ASD. There aso appears to be a ack of recognition that a onceoff-grant for the purchase of furniture is insufficient as the chidren grow out of the furniture initiay purchased. Additiona funding for resources and equipment is aso required on an annua basis over and above the capitation funding. As chidren with ASD are primariy visua earners, consideration needs to be given to funding the provision of a aptop computer for each pupi which woud faciitate their earning both in schoo and at home. The INTO recommends That schoos be made aware of a sources of funding avaiabe to specia casses for pupis with ASD both in mainstream and specia schoo settings; That the initia set-up grant for new specia casses be increased to E10,000; That furniture grants be avaiabe periodicay as chidren outgrow existing furniture; That an annua grant of E1,000 be avaiabe for the purchase of materias and resources; 60

66 That simiar grants aso be made avaiabe to schoos where pupis with ASD are fuy integrated into mainstream casses; That aptop computers be provided for a pupis with ASD with appropriate hard and software. Support Services Many specia casses for pupis with ASD were estabished in the mainstream schoos on the basis that support services speech therapy, occupationa therapy, psychoogica services, etc woud be provided. However, the majority of schoos were eft without an adequate provision of such support services. Such support services are aso rarey avaiabe to mainstream schoos where chidren with ASD are fuy integrated. The Department of Education and Science which approached schoos requesting them to estabish the specia casses, foowed through with their commitment to provide the teaching staff and the specia needs assistants. However, the Department of Education and Science did not have contro over the provision of support services which were the responsibiity of the Department of Heath and Chidren. In many cases, the heath boards did not have the personne to provide the support services for the specia casses. It has emerged in the ast year that grants have been made avaiabe to schoos initiay 2,000 per term, recenty raised to 5,000 to purchase the services of therapists. However wecome though the grant may be, this process of securing support services transfers responsibiity for the provision of support services to the boards of management of the schoos concerned, and in reaity, the burden fas on the principa teacher. The grant is aso inadequate as very itte can be purchased in terms of providing comprehensive therapeutic support for pupis with ASD. This arrangement of providing grants for schoos to purchase the services of therapists shoud be considered soey as an interim measure. Consideration needs to be given to the respective roes of the Department of Education and Science and the Department of Heath and Chidren in reation to the provision of therapeutic services for chidren in a specia education settings. The shortage of therapists aso needs to be urgenty addressed through appropriate recruitment and retention poicies. The unsatisfactory provision of support services has ed to many difficuties for teachers. Teachers are acutey aware that the potentia benefit of the education they provide whether in mainstream or specia education settings is imited when the support services from 61

67 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder therapists are not avaiabe. In some cases, therapists may give guidance to teachers and/or parents in reation to speech and anguage therapy or occupationa therapy exercises which coud be carried out by them. Whereas the guidance may be wecome, teachers, specia needs assistants or parents are not given any specific training in the area of providing therapeutic support services for chidren and they cannot be expected to repace the expertise of the professiona therapists. If pupis with ASD are to benefit fuy from their participation in education, the provision of appropriate support from therapists is essentia. The INTO recommends That the Department of Education and Science empoy therapists speech and anguage therapists, occupationa therapists, physiotherapists etc directy in order to provide support services for chidren with specia needs attending mainstream and specia schoos; That arrangements be put in pace to ensure the training of additiona therapists in order to address the shortage of quaified therapists; That the provision of grants to schoos to purchase the services of therapists as required be considered soey as an interim arrangement and that the grant be increased. Professiona Deveopment The specia casses for pupis with ASD are staffed by quaified primary schoo teachers. Whereas teachers can draw on their expertise and experience as primary teachers, additiona training and opportunities for professiona deveopment are required to assist teachers in understanding the nature of pupis with ASD and to enabe them to meet their particuar educationa needs. According to Bafe (2001) teachers who had a background in specia education were in a better position to cope with the chaenges of teaching chidren with ASD, such as chaenging behaviour, curricuum, motivating students and deveoping IEPs (2001:71). She aso found that teachers in genera fet poory prepared for their roe in teaching chidren with ASD, and that teachers in schoos where there was ony one cass for pupis with ASD fet more isoated than their coeagues in schoos where there were more casses. An induction or orientation course woud therefore, be of great assistance to teachers who are aocated to teach in the specia casses for chidren with ASD, or who have chidren with ASD integrated into their cassrooms on a futime basis. The deegation of responsibiity for the co-ordination of professiona 62

68 deveopment provision for both teachers and specia needs assistants to one Education Centre (Laois Education Centre) is wecome. However, the current eve of provision is not sufficient. What is required is a strategic approach to identifying the professiona deveopment needs of both the teachers and the specia needs assistants working with pupis with ASD and devising a comprehensive and systematic approach to panning to meet those needs. The strategic pan woud need to address the training and professiona deveopment of teachers and specia needs assistants when they are first appointed to the specia casses. This shoud then be foowed by a programme of ongoing support and deveopment. The faciitation of two groups of 25 teachers to pursue post-graduate studies in the area of autism through Birmingham University has to be wecomed. Ongoing support for postgraduate studies of this kind woud need to continue if the expertise within the teaching profession on matters pertaining to ASD is to be enhanced. Teachers wiingness to pursue postgraduate studies in the area of ASD is to be commended. Teachers who wish to pursue such studies shoud continue to be faciitated. The specia needs assistants appointed to work with chidren with ASD aso need training and professiona deveopment. At present, prior experience or quaifications in chidcare or a reated area are not prerequisites for appointment as a specia needs assistant. An initia training and orientation programme woud, therefore, be required on appointment, foowed by ongoing opportunities for enhanced training and professiona deveopment. The estabishment of additiona specia casses each year, and the turnover of teachers in existing specia casses eads to an annua cohort of teachers who need an orientation programme of training and professiona deveopment to enabe them cope with the new chaenges of the specia casses. Cass teachers, where chidren with ASD are fuy integrated, aso need access to professiona deveopment opportunities in the area of autism. This training and professiona deveopment needs to be buit on each year as teachers become more knowedgeabe and expert in the teaching of chidren with ASD. In addition to creating an understanding of the nature of ASD, teachers need to be famiiar with the variety of methodoogies that can be used when teaching chidren with ASD, such as TEACCH, ABA, PECS, etc, so that they can seect the most appropriate methodoogy for the circumstances of the particuar chidren in their casses. Other issues which need to be incuded in a professiona deveopment programme 63

69 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder for teachers are: assessment, curricuum deveopment, individua panning, inter-discipinary co-operation, information and communication technoogy, sef-refective practice, managing chaenging behaviour, data-coection and teamwork. Working with a specia needs assistant in a cassroom is an additiona chaenge for teachers who have traditionay taught in cassrooms with no other adut present. Teachers in mainstream schoos have traditionay itte experience in working with mutidiscipinary teams. Professiona deveopment courses therefore need to provide teachers and specia needs assistants with skis in teamwork and working with mutidiscipinary teams. In addition to the provision of continuous professiona deveopment opportunities, it is necessary to review current teacher education programmes at pre-service eve, in order to ensure that future graduates wi have a knowedge of specia education needs incuding ASD. The INTO recommends That a comprehensive professiona deveopment pan be put in pace to meet the needs of both teachers and specia needs assistants working with pupis with ASD; That teachers who wish to pursue postgraduate studies in the area of ASD be fuy supported, both financiay and through study time out of schoo; That newy appointed teachers and specia needs assistants to specia casses for ASD be offered comprehensive orientation and induction programmes; That induction and orientation programmes aso be offered to mainstream cass teachers who have chidren with ASD fuy integrated in their cassrooms; That substitute cover be provided for a teachers and/or SNAs who require inservice; That recognised, vaidated training be provided in addressing chaenging behaviour; That information automaticay be provided to a schoos with specia casses for pupis with ASD regarding avaiabe training and professiona deveopment opportunities; That pre-service education be reviewed to incude comprehensive modues on specia needs education incuding ASD. Curricuum Teachers in the specia schoos or casses for pupis with ASD in the absence of curricua for specia education have tended to adapt the mainstream curricuum to suit the needs of chidren with specia needs. However, deveopment and impementation of curricuum has created a major chaenge for the teachers, according to Bafe (2001). Given the variety of abiities of pupis within the autistic spectrum, it may be difficut to design a specific curricuum for pupis 64

70 with ASD that woud meet the needs of a pupis. For some, an adapted mainstream curricuum, in addition to specific programmes to address the particuar needs of pupis with ASD may be sufficient. For others, a curricuum designed specificay to meet their particuar needs may be required. The Nationa Counci for Curricuum and Assessment (NCCA) has given a commitment to deveop curricuum guideines for pupis with ASD as the next stage of curricuum deveopment for pupis with specia education needs. Currenty, curricuum guideines for pupis with mid, moderate, severe and profound genera earning disabiities are in the process of being prepared. Whereas these guideines may be of considerabe benefit to teachers of pupis with ASD they wi not address the specific needs of pupis with ASD. Many teachers of pupis with ASD have aso appied particuar methodoogies to teaching pupis with ASD. Such methodoogies incude TEACCH, ABA and PECS. Whie no one methodoogy is suitabe in a cases, teachers use an ecectic approach, drawing on the different methodoogies as appropriate in order to meet the needs of the pupis in their casses. Whereas teachers woud not advocate one methodoogy over another, they see a roe for different methodoogies as part of an overa approach, and woud consut with parents when different approaches are being used. Teachers wish to retain discretion in the seection of appropriate teaching methodoogies in their casses. Guidance in reation to the different methodoogies woud be wecomed by teachers, and this is a matter which coud be addressed by the NCCA. The process of individua panning is aso used by teachers to pan to meet the needs of the pupis in their casses. In some cases, personne other than teachers are invoved in the process. In most cases, teachers pan in consutation with the specia needs assistants and the parents of the chidren. In some cases, where support services are avaiabe speech and anguage or other therapists are invoved. As the needs and abiities of the chidren vary, individua panning provides a mechanism to pan and review the curricuum and educationa programme for each chid. The INTO recommends That curricuum guideines for pupis with ASD be prepared by the NCCA, in consutation with practising teachers; That guideines be prepared for teachers in reation to individua panning; 65

71 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder That guideines be made avaiabe to teachers in reation to the various teaching methodoogies which can be appied to teaching pupis with ASD TEACCH,ABA, PECS, etc and particuary in reation to how the various methodoogies reate to the aims of the curricuum; That proper vaidated research be conducted in Irish settings in reation to the effectiveness of various intervention approaches; That guideines be provided to teachers regarding assessment of earning of pupis with ASD. Concusion Parents of chidren with ASD have had to batte with the Department of Education and Science in order to obtain speciaist provision for their chidren. Teachers have wiingy responded to requests from the Department of Education and Science to provide education to chidren with ASD. However, current educationa provision for chidren with ASD is dependent to a arge extent on the goodwi of teachers. They have often been eft without adequate information and support in doing so. The chaenges such teachers face have been outined in chapter three. Bafe (2001) in her study of teachers in the specia casses for pupis with ASD, has aso identified and described simiar chaenges. In order to address these chaenges, the provision of appropriate professiona deveopment opportunities and appropriate support services is essentia. In addition consideration needs to be given to providing incentives to teachers who opt to teach in difficut specia education situations. Whereas an aowance is payabe to teachers who hod the Specia Education Dipoma from St. Patrick s Coege and to teachers who hod Masters degrees, the aowance system needs to be reviewed to offer additiona incentives to teachers who engage in further professiona deveopment. Consideration aso needs to be given to aowing pension credit to teachers who have given a ong-term commitment to specia education. The service of committed teachers is a prerequisite to providing a good education to chidren with ASD. Therefore, investment in teacher deveopment, aong with appropriate remuneration and recognition is essentia. A strategic approach to panning for educationa provision, incuding the avaiabiity of support services, adequate funding, ongoing reviews and assessments, wi contribute to addressing the earning needs of chidren with ASD. The need for co-ordination and panning, 66

72 Appendix 4 particuary between the Department of Education and Science and the Department of Heath and Chidren wi aso be required if educationa provision for pupis with ASD is to be enhanced. There is aso a need for continuous research in the area of specia education, incuding approaches to intervention in educationa settings in Ireand. In the context of the current poicy vacuum in the area of specia education, consideration shoud be given to re-constituting the Specia Education Review Committee, to review and advise on current poicy and practice. 67

73 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder APPENDIX 1 Specia casses in mainstream schoos ( ) COUNTY ROLL NO SCHOOL Care 4919 Cratoe NS, Ennis, Co. Care Cork Dougas B.N.S Cork St. Marie s of the Ise NS, Sharman Crawford St., Cork Cork Scoi Pádraig Naofa, Skibbereen, Co. Cork Donega St. Crona s NS, Dungoe, Co. Donega Dubin Scoi Chiaráin, Donnycarney, Dubin 5 Dubin Scoi na Maighdine Mhuire B, Bainteer, Dubin 16 Dubin St. Heen s JNS, Portmarnock, Co. Dubin Dubin St Brigid s S GNS Fingas Dubin Lucan Educate Together, Lucan, Co. Dubin Dubin Our Lady of Good Counse Girs Kerry St. John s NS, Baoonagh, Traee Kidare Scoi Mhíchí Naofa, Athy Kidare Scoi an Linbh Iosa, Prosperous, Naas Kidare Leixip GNS, Leixip, Co. Kidare Kidare Scoi Bhríde, Kicuen Louth Scoi Réat na Mara, Dundak Meath 5630 St. Michae s BNS Trim Meath Scoi Mhuire, Navan Waterford Bayduff NS, Kimeaden, Co. Waterford Waterford St. Mary s NS, Baygunner, Co. Waterford Westmeath Presentation Schoo, Muingar Wexford Kirane NS, Rossare Harbour, Co. Wexford Wexford Scoi Mhuire, Coocotts Wickow St. Joseph s Nationa Schoo, Newtownmountkennedy Gaway Scoi Niocás Naofa Donega Scoi Íosagáin Buncrana Donega Scoi Aodh Rua agus Nuaa Leitrim Scoi na Maighdine Mhuire 68

74 chapter Wickow St. Peter s Infant Schoo, Arkow 69