Press release
The Inspectorate of the Department of Education publishes thematic report on early intervention classes for children with autism
Published on
Last updated on
Published on
Last updated on
The Inspectorate of the Department of Education today published a thematic report on provision in early intervention classes for children with autism. The report draws on findings from inspection visits to fifteen early intervention classes conducted between September and December 2023.
The report recommends improvement in some aspects of early intervention classes, including the need for teachers to ensure that learning activities in early intervention classes are appropriate for meeting the individual needs of children with autism and that each child in the class has an individualised learning programme.
The report also provides insights into aspects of current policy and practice that require careful consideration in the development and implementation of an inclusive, coherent system for the education of children with autism. These include the need for:
• A clear vision for an inclusive education system
• A carefully thought-out rationale for special class provision within that system
• A coherent approach to assessment and the identification of need.
The Inspectorate’s report describes some of the challenges that parents of children with autism reported in seeking to secure a place for their child in an early intervention class and in planning for the next stages of their educational journey. It recommends several initiatives to address those challenges. These include:
• Providing greater clarity about the services that are available to parents of pre-school children with autism
• Planning to ensure that these services are available to all parents who require them
• Providing information on the services to parents in an accessible format.
Publishing the report, Chief Inspector, Yvonne Keating, said:
“This report acknowledges the good practice in many early intervention classes. It also highlights some important aspects of current policy and practice in relation to the education of children with autism that require improvement. The need for all stakeholders, including parents and the public, to agree a vision for an inclusive, high-quality education system and the role of special classes within that system is of particular importance. The Inspectorate is committed to supporting and realising this important objective.”
Minister for Education, Norma Foley TD, welcomed the publication of the report, saying:
“Provision for children and young people with autism is central to my Department’s mission to ensure high-quality learning and teaching across education and to improve learning experiences so that all our children and young people will succeed. I am particularly pleased that this report highlights the good practice in many of the early intervention classes inspected. I also welcome the report’s recommendations, which will be very useful as the Government and my Department work collectively to implement the recent policy advice from the National Council for Special Education on An Inclusive Education for an Inclusive Society.’"
The Minister of State for Special Education and Inclusion, Hildegarde Naughton, TD also welcomed the publication of the Inspectorate report saying:
“Effective provision for children and young people with autism is central to promoting an inclusive system where all children and young people are supported to fulfil their potential. This report on Early Intervention Classes clearly highlights strengths in our current system and areas where further work is needed. I am committed to working with all stakeholders to implement the important recommendations in the Inspectorate’s report.”
The full report is available here .
For further information please inspectorate@education.gov.ie .
ENDS
• Early intervention classes for children with autism are pre-school classes situated in mainstream primary schools or in special schools.
• They are established by the National Council for Special Education (NCSE) in response to an identified need in an area and following engagement between the NCSE, the school, families of pre-school children with autism and the Department of Education.
• To be eligible for a place in an early intervention class, a child must have a report from a relevant professional or team of professionals stating that they have autism.
• Early intervention classes were first established in 2006. In the 2023/2024 school year, there were one hundred and fifty-seven early intervention classes in mainstream primary schools.
• The school’s board of management has overall responsibility for the classes, and the school receives an additional teaching post and two special needs assistants (SNAs) for the class.
• Early intervention classes are designed to provide a range of appropriate educational experiences and interventions to children with autism prior to commencing school.