SNPA have been invited to take part in an NCSE Consultation Group on the development of policy advice for the Minister for Education and Skills in relation to educational provision for students with autism/ASD this Thursday 6th March.
The terms of reference for the policy advice are outlined below:
- To review current national and international research literature on evidence based practices and interventions for the education of children with autism/ASD, with a particular focus on other EU countries.
- To review, and provide an overview of, current state-funded educational provision for children with autism/ASD, to include early intervention and the extended school year scheme, identifying the roles of the various agencies and State as well as the strengths and gaps in the educational and wider framework of supports that significantly impact on the education of children with autism/ASD.
3. To review, with particular reference to educational and social outcomes, the effectiveness of the range of evidence-based practices and interventions, for the education of children with autism/ASD.
4. To identify the nature and extent of educational intervention/s, teaching practices and other supports which should be provided to enable children with autism/ASD achieve educational outcomes appropriate to their needs and abilities.
5. To make recommendations on future arrangements that should be in place, where necessary, to improve the nature, extent, planning and delivery of education to children with autism/ASD, with specific reference to the roles of agencies and the nature and extent of supports that should be in place.
The following questions, based on the above terms of reference, will guide our discussions at the consultation meeting which is scheduled to last 2 hours.
1. What, in your view, works well in current state-funded educational provision for students with autism spectrum disorder (ASD) with specific reference to:
- Early intervention
- Extended school year scheme
- Continuum of educational provision (special schools, special classes, mainstream classes)
- Education supports provided to children of school-going age (teaching, care, transport, assistive technology and so on)
- Health supports
- Roles of the various agencies and State
- Wider framework of supports that significantly impact on the education of children with autism/ASD
What requires to be reviewed?
2. In your view, what educational intervention/s, teaching practices and other supports should be provided to enable students with ASD achieve educational outcomes appropriate to their needs and abilities?
3. Should there be time-out rooms in schools for students with ASD? If you consider that there should be time-out rooms, what guidance should be given to schools concerning their use?
4. What, if any, educational supports should be provided to the families of students with ASD?
5. What transitional arrangements are required for students with ASD to assist them at critical transition points, (pre-school to primary, primary to post-primary, special to mainstream or vice versa, school to post-school)?
Any feedback from members who are parents of children on the autistic spectrum would be welcome. Please comment below or dend feedback via email to email@example.com. Where possible, please reference your replies according to which question you are answering.