Report calls for more integration in autism education

A report by Department of Education school inspectors has found a “misalignment” between the State’s vision of education for autistic children with “as little segregation as possible” and the reality on the ground.

In a study of early intervention provision in 15 schools, the inspectorate points to the growth of special classes for autistic children and said this contrasts with the vision set out in a highly influential government report from 30 years ago.

The report by the Special Education Review Committee called for “as much integration as is appropriate and feasible with as little segregation as is necessary”.

The newly published inspectorate report said the Department of Education and the Department of Children, Equality, Disability, Integration and Youth need to work together “to lead the process of redeveloping a clear and coherent vision” for the educational provision for autistic children at pre-school.

The report states: “The vision should define the benefits of an inclusive system where all children learn together and, most importantly, the place of special class provision within an inclusive system”.

It said a redeveloped vision should take account of relevant national and international developments, including Ireland’s commitments under the UN Convention on the Rights of Persons with Disabilities.

It states: “The full engagement of key stakeholders, including parents, children and young people, the political system, teachers, early years educators and the public, will be critical to the successful redevelopment of this vision.”

The inspectorate has expressed concern that some autistic children may be availing of an early intervention special class placement “when it may be more appropriate for them to be in an inclusive environment with their same-aged, neuro-typical peers”.

It said this was because an autism diagnosis is all that is required to access a place in such a class. To be eligible for placement in a special class at primary level a professional assessment that the child needs the support of a special class setting is also required.

The study found that early intervention classes were being established in response to specific local needs and not as part of strategic area-based plan. It found that insufficient consideration was being given to the next stages in education for the children attending.

It has called for “forward planning” to include consideration of transition planning “and ways of supporting parents to make decisions about their child’s future education placement that will allow them to reach their potential in the most inclusive and appropriate environment possible”.

It said planning would also need to reconcile the expressed preference of almost all parents who met with inspectors during their evaluation for continued placement in a special class with the current NCSE policy advice which recommends a more inclusive system.

Overall, the inspections found that the quality of provision in early interventions classes here was good or very good.