Diagnosis ruled out for classroom supports

SCHOOLCHILDREN will no longer need a diagnosis to special classroom supports after it was found there was a ‘real risk’ some were being labelled autistic to secure resources.

Significant changes in teaching supports provision have now been introduced, after the National Council for Special Education identified the issue.

A recent Government report showed an 83% increase in the number of pupils with an autism spectrum disorder (ASD).

Adam Harris, spokesperson for autism advocacy group As I Am said: ‘It is critically important that those who are autistic receive their diagnosis and access the appropriate supports. But it is equally important that those who are not on the spectrum do not receive inappropriate diagnosis.’

A 2013 Department of Education policy document stated: ‘The existing link between diagnosis and resources promotes an ever-expanding drive for labelling and diagnosis for allocation purposes, some of which may be inappropriate.’

Special needs education costs €1.68bn annually, one-fifth of the total education budget. Most of those in mainstream schools requiring special needs education are children with ASD.

According to Education Minister Richard Bruton, the new model will deliver earlier intervention and better outcomes for all children with special needs.