Rose Conway-Walsh on Pathways for Autistic Children with Talent
Rose Conway-Walsh asked about pathways to ensure autistic children with exceptional abilities receive support, citing areas such as mathematics and the arts. Brendan responded that under the special education teacher model schools determine which students require the greatest level of support and a diagnosis is not required.
Question raised
The deputy asked how education pathways would identify and develop exceptional abilities in autistic pupils, particularly in mathematics, the arts and other subjects, and how those abilities are developed within education.
Special education teacher model
Brendan explained that one of the key principles underpinning the special education teacher model is that students with the greatest level of need should get the greatest level of support.
School responsibility for assessment
He said the determination of which student requires the greatest level of support in the school lies with the school itself, which removes the need for a formal diagnosis to access support.
Support for exceptionally able students
Brendan noted that students with exceptionally high ability who require additional support should be supported by special education teachers or through a range of work provided by the school, and that exceptional ability should not preclude access to support.
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I just want to ask in relation to autism, what pathways are there to ensure that autistic children have defined pathways for those who have exceptional abilities, particularly in the area of mathematics or arts or whatever subjects it might be. So how are those exceptional abilities developed within the education? Thank you. Brendan, I'd be grateful if you could respond. Yeah, thank you. One of the key principles that underpins the special education teacher model is that the students with the greatest level of need should get the greatest level of support. Now, the determination of which student requires the greatest level of support in the school lies with the school. So that removes the need for a diagnosis. So if you have, for example, students in the school with exceptionally high ability who require additional support to ensure that they're meeting their cognitive abilities and so on and so forth, well that should be, that student should be supported to avail of what whatever support can be provided from the special education teacher or it could be a whole range of work that would be provided for the student. But it doesn't, because the student has an exceptionally high ability, it doesn't preclude them or shouldn't preclude them from accessing support at the level of the individual school. Yes, excuse me. Okay. OK. Thank you. You need to put the best on this. Thank you. Sorry, that's what I have. Please have, sorry, thank you. Thank you. Thank you. Thank you. Thank you. Okay. Thank you. Yes. Thank you. That's it. That's it. Thank you. Thank you.
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