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Supporting Students with Autism Spectrum Disorder in Schools

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Supporting Students with Autism Spectrum Disorder in Schools Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice Paper No. 5 No. Paper Advice in Schools – NCSE Policy Disorder Spectrum Autism Supporting Students with Supporting Students with Autism Spectrum Disorder in Schools NCSE POLICY ADVICE PAPER NO. 5 Supporting Students with Autism Spectrum Disorder in Schools NCSE POLICY ADVICE NO. 5 © NCSE 2015 National Council for Special Education 1-2 Mill Street Trim Co Meath T: 046 948 6400 www.ncse.ie Contents Index of Tables iv Index of Figures iv Foreword v Abbreviations vi Executive Summary 1 1. Introduction 15 1.1 Terms of Reference: Educational Provision for Students with ASD 16 1.2 Methodology 17 1.3 Previous NCSE Recommendations for All Students with Special Educational Needs, Including Students with ASD 17 1.4 Evidence Informed Advice 18 1.5 Prevalence 19 1.6 Principles Underpinning Policy Advice on Educational Provision for Students with ASD 20 1.7 State Investment In Educational Provision for Students with ASD 21 2. Pre-School Children and School-Aged Students with ASD 23 2.1 Pre-School Children 25 2.1.1 Current Provision 25 2.1.2 Review of the Current System 26 2.1.3 What Does the Research Tell Us? 28 2.1.4 Discussion 30 2.1.4.1 What is Needed? 31 2.1.4.2 Younger Children 32 2.1.4.3 Pre-schools 34 2.2 School-Aged Students 37 2.2.1 Current Provision 37 2.2.1.1 SNA Support 39 2.2.2 Review of the Current System 40 2.2.3 What Does the Research Tell Us? 42 2.2.4 Discussion 43 Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 i 2.3 Developing Knowledge, Skills, Understanding and Competence of Teachers 52 2.3.1 Current Provision 52 2.3.2 Review of the Current System 53 2.3.3 What Does the Research Tell Us? 54 2.3.4 Discussion 55 2.3.4.1 Mainstream Teachers 57 2.3.4.2 Teachers in Specialist Roles and Settings 58 2.3.4.3 School Leaders 59 2.3.4.4 Building Schools’ Capacity in Behaviour Management 59 2.4 Educational Interventions for Students with ASD 61 2.4.1 Current Provision 61 2.4.2 Review of the Current System 61 2.4.3 What Does the Research Tell Us? 62 2.4.4 Discussion 64 2.5 Other Educational Supports for Students with ASD 66 2.5.1 Current Provision 66 2.5.2 Review of the Current System 66 2.5.3 What Does the Research Tell Us? 68 2.5.4 Discussion 69 2.5.4.1 Care Supports 69 2.5.4.2 Data on Early School Leaving and Absenteeism 70 2.5.4.3 Special Transport Scheme 71 2.5.4.4 Technology-aided Learning 72 2.5.4.5 Capitation Grants 72 2.5.4.6 Specialist Equipment 73 2.5.4.7 Post-school Provision 74 2.6 Extended School Year Scheme (July Provision) 77 2.6.1 Current Provision 77 2.6.2 Review of the Current System 77 2.6.3 What Does the Research Tell Us? 79 2.6.4 Discussion 81 2.7 HSE Multidisciplinary Therapy Supports 84 2.7.1 Current Provision 84 2.7.2 Review of the Current System 85 2.7.3 What Does the Research Tell Us? 86 2.7.4 Discussion 87 ii Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 2.8 Transition of Students with Special Educational Needs 90 2.8.1 Current Provision 90 2.8.2 Review of the Current System 90 2.8.3 What Does the Research Tell Us? 91 2.8.4 Discussion 92 2.9 Crisis Intervention 93 2.9.1 Current Provision 93 2.9.2 Review of the Current System 94 2.9.3 What Does the Research Tell Us? 95 2.9.4 Discussion 96 2.9.4.1 General Need for Seclusion and Restraint 97 2.9.4.2 Crisis Situations 98 2.10 Supports for Families of Children with ASD 100 2.10.1 Current Provision 100 2.10.2 Review of the Current System 101 2.10.3 What Does the Research Tell Us? 102 2.10.4 Discussion 102 Appendices 105 Appendix 1: Summary of Previous Relevant Policy Advice 106 Appendix 2: Historical Context and Current Provision 114 Appendix 3: List of Special Schools 132 Appendix 4: The Consultation Process 137 Appendix 5: List of Interventions 142 Appendix 6: List of Recommendations 146 Bibliography 155 Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 iii Index of Tables Table 1: Increase in Educational Provision for Students with ASD since 2001 21 Table 2: Estimated Cost of Providing Education to Students with ASD (2014-15) 22 Table 3: Distribution of Students across Settings 38 Table 4: Snapshot of Provision in Schools for Students with ASD 39 Table 5: Snapshot of SNA Support in Schools for Students with ASD 39 Table 6: Timeline of Developments in Educational Provision for ASD 116 Table 7: Home Tuition for Children with ASD 2010-2014 119 Table 8: Summary of Provision for Students with ASD in the Mainstream Education System – 2014/15 120 Table 9: Special Classes in Mainstream Schools: 2014-15 121 Table 10: Increase in Educational Provision for Students with ASD 123 Table 11: Summary Details of Extended School Year Scheme 2011-14 124 Index of Figures Figure 1: Supports Needed for Some Young Children with ASD in Pre-School Settings 35 iv Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 Foreword One of the NCSE’s key roles is to provide independent and objective policy advice to the Minister for Education and Skills on the education of children with special educational needs. This paper – Supporting Students with Autism Spectrum Disorder in Schools – was prepared at the request of the then Minister for Education and Skills, Ruairí Quinn T.D. The NCSE takes great care to review and consider the available evidence. We commissioned research, consulted widely with students, parents, education partners as well as considering national and international practice. Presentations to the NCSE Council were invited from parents, teachers and academics knowledgeable in autism spectrum disorder (ASD) and Council members and officials visited a range of school settings where students with ASD are educated. It has been 14 years since the report of the Task Force on Autism was published. We found much has improved in the education of students with ASD since 2001 and that generally these students are now included and supported well in schools. It is important to acknowledge the contribution made by parents, teachers, school management bodies, the DES and all stakeholders in bringing about these improvements. There is room for further improvement and the 11 recommendations made in this paper were chosen to make a real difference in educational provision for students with ASD. I welcome the Government decision, announced since this report was finalised, to provide additional funding to support access to the Early Childhood Care and Education (ECCE) Programme for children with a disability. This initiative gives effect to a key 2013 NCSE policy recommendation: that the ECCE programme should provide the State’s early intervention support for all pre-school children including those with complex needs. The provision of sufficient funding is critical to ensuring that pre-school children who may need additional help have access to the appropriate supports. I would like to thank everyone who assisted in the preparation of this advice, particularly those who so generously contributed their time and expertise to the consultation process and those schools which facilitated our visits. Teresa Griffin Chief Executive Officer 2015 Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 v Abbreviations ABA Applied behaviour analysis ACCS Association of Community and Comprehensive Schools ADHD Attention deficit hyperactivity disorder APP Altered provision project ASD Autism spectrum disorders ASPIRE Asperger Syndrome Association of Ireland ASTI Association of Secondary Teachers of Ireland BCBA Board Certified Behaviour Analyst C-ABA Contemporary ABA CAMHS Child and Adolescent Mental Health Service CBI Cognitive behavioural intervention CI3T Comprehensive, integrated, three-tiered (model of prevention) CPD Continuing professional development CPSMA Catholic Primary School Management Association DCU Dublin City University DCYA Department of Children and Youth Affairs DES Department of Education and Skills DIR Developmental, individual-difference, relationship-based (model) DoH Department of Health DRA/I/O Differential reinforcement of alternative, incompatible, or other (behaviour) DSM 5 Diagnostic and Statistical Manual of Mental Disorders, 5th Edition EBD Emotional disturbance/behavioural disorder ECCE Early childhood care and education EI Early intervention EIBI Early intensive behavioural intervention EPSEN Education for Persons with Special Educational Needs Act ESRI Economic and Social Research Institute ESY Extended school year ETB Education Training Board EYS Early years specialist vi Supporting Students with Autism Spectrum Disorder in Schools – NCSE Policy Advice 2015 FBA Functional behaviour assessment FETAC Further Education and Training Awards Council GLD General learning disability HSE Health Service Executive ICBSR Irish Centre of Behavioural Support and Research ICD 10 International classification of diseases and related health problems ICT Information and communication technologies IEP Individual education plan INTO Irish National Teachers Organisation IPPN Irish Primary Principals Network ITE Initial teacher education IVEA/ETBI Ireland’s Vocational Education Authority now Education and Training Boards Ireland JEP July education programme MGLD Mild general learning disability NABMSE National Association of Boards of Management in Special Education NAPD National Association of Principals and Deputy Principals NBSS National Behaviour Support Service NCCA National Council for Curriculum and Assessment NDS National
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