Autism Provision - Not so Special

9 out of 10 children with Autism denied critical services

The Irish Primary Principals' Network (IPPN) today published the results of a survey of 280 Principal teachers in schools catering for children with Autistic Spectrum Disorder (ASD). They show that the failure to provide multi-disciplinary supports is the real issue, rather than the debate surrounding the relative merits of Applied Behavioral Analysis (ABA) and the Eclectic approach (a combination of methodologies).

Nine out of ten Principals insist that special classes for children with ASD should not be opened without a full complement of permanent teaching and SNA staff as well as guaranteed multi-disciplinary supports (access to Physiotherapists, Occupational Therapist, Speech and Language Therapists, Psychologist etc.) being in place.

The survey shows that the majority of children with Autism who are enrolled in special schools or special classes do not have access to the variety of professional interventions necessary to distinguish 'special' from 'mainstream' education. In reality, nine out of ten children with ASD are denied critical services and are effectively in 'ordinary' classrooms and 'ordinary' schools which are 'special' in name only.

Significantly, three out of four Principals state that, in their experience, the Eclectic model provides the best educational intervention for children with ASD. Only 2% of Principals believed that any one single methodology could effectively address the needs of children with ASD. Less than a fifth of respondents favoured the ABA approach but 65% of Principals considered it the best intervention in the context of children of pre-school age. 75% of Principals also felt that fully qualified primary teachers are the most appropriate professionals to cater for the educational needs of children with Autism.

Growing Incidence

Principals report that the number of children with ASD has been increasing over the past 5 years. It is estimated that one in every 160 children has special needs arising from ASD. However, survey responses show that schools are achieving significant levels of success in integrating children with Autism into mainstream, with half reporting that most of their students have experience of mainstream education.

Ends

NOTES FOR EDITORS

IPPN Survey of 280 Principals of special schools and mainstream schools
with special classes for children with Autism.

March 2008

Summary of results:

METHODOLOGIES

Of the current methodologies in use in schools, 72% favour the Eclectic approach, 33% TEACCH and 20% ABA.
98% say that no single methodology provides the best overall intervention for children with ASD.
But for children under 4 years of age, 65% favour ABA while the Eclectic model is preferred by 70% for children between 7 and 9 years.

SUPPORTS AND SERVICES FOR CHILDREN

75% say that the most appropriate professional to educate children on the Autistic Spectrum in school is a fully qualified primary teacher.
Multi-disciplinary support is considered vital for children with ASD. This means that where a child requires it, there should be access to services from a physiotherapist, Occupational Therapist, Speech and Language Therapist, Psychologist, Psychiatrist, Behaviour Specialist, Music Therapist, Play Therapist or Nurse.

Most schools reported that these services were completely absent or very difficult to access.

72% of schools catering for children with ASD do not have access to a designated NEPS Psychologist, the necessary first step in accessing resources for children. 60% say the National Council for Special Education (NCSE) has not been effective in improving delivery of education services to children with ASD.

Principals report the effectiveness of the Special Education Needs Organiser (SENO) as mixed. While many Principals regard their service as effective in organising transport, assistive technology or approval for a Special Needs Assistant, they also regard them poorly for the processing of applications for teaching resources and identifying the appropriate educational setting for individual children.

Only 12% of schools have a room available for meetings where professionals or therapists require this.

FUNDING

54% of schools have to subsidise the running costs of their autism class from mainstream funds and nearly half must fundraise specifically for the ASD class or unit.Â

The average deficit was up to €5,000 (reported by 67%) and up to €10,000 (by 22%).

STAFFING LEVELS

The most appropriate staffing level that schools would like to see in place is 2 teachers and 2 Special Needs Assistants (SNAs) per 6 children as compared with the current level of 1 teacher and 2 SNAs per 6 children.

WHAT IS NEEDED - THE MAIN PRIORITIES FOR PRINCIPALS

Access to multi-disciplinary support 39%

Better professional development 20%

Better funding and resources 16%

SET UP OF A NEW CLASS

90% say that when a new class is being established, it should not be opened without:

• the full complement of permanent teaching and SNA staff,
  
• full service resources and
  
• guaranteed multi-disciplinary support.
  

Survey Raw Data (graphs available):

Funding Sources:

Â

• DES 50%
• Parents 38%
• BOM 38%

Â

Biggest consumer of resources:

Â

• Classroom equipment 39%
• Field trips 15%

Â

Grants:

Â

• Only 63% of schools received a start-up grant for new Autism Units
• Only 20% received a refurbishment grant
• Only 25% received a sensory room grant
• 52% received a furniture grant
• 41% received an ICT grant
• 10% received a grant for Occupational Therapy private hire
• 10% received a grant for Speech & Language Therapy private hire

Â

Professional Supports:

Percentage of schools who received NO Professional support for children:

• 89% of schools received no Physiotherapy support
• 67% received no Occupational Therapy support
• 46% received no Speech & Language Therapy support
• 91% received no Psychiatric support
• 74% received no Psychological support
• 87% received no Behaviour specialist support
• 88% received no Music Therapy support
• 95% received no Play Therapy support

Â

Percentage of schools who get one hour a week from these on average

• Physiotherapy - 3%
• Occupational Therapy - 9%
• Speech & Language Therapy 10%
• Psychiatrist 0%
• Psychologist 5%
• Behaviour specialist - 2%
• Music Therapist - 3%
• Play Therapist - 3%

Â

Time taken to secure an assessment for children with ASD

• over 12 months 37%
• within 3 months 10%

Â

Greatest impacts of Autism Units on workload of the Principal

• People management
• Maintaining a full complement of staff
• Unplanned interruptions
• Non-educational tasks
• Arranging meetings

Â

TRAINING

*78% of Principals and staff have had NO training in mainstream integration for children with ASD

INTEGRATION BETWEEN SPECIAL CLASS / UNIT AND MAINSTREAM

Â

• 46% say over three quarters of their ASD pupils have access to mainstream education
• 25% say less than one quarter of their pupils have access to mainstream

Â

Ends

Â

--------------------------------------------------------------------------------

MEDIA CONTACT:

John Curran, PRO - 087 231 4259, 087 296 9168
Email: pro@ippn.ie
Support Office: 1890 21 22 23 info@ippn.ie
www.ippn.ie