Finding the right school support for your child can feel uncertain and, at times, overwhelming. This page is here to gently guide you through the different pathways, how school places work, and what to do if your child does not yet have a placement.
Before School – Preschool & Early Supports
For some children, support begins before primary school through early years settings such as preschool or ECCE. These settings can provide structure, routine, and early support as your child begins their learning journey.
These supports include ECCE (free preschool year), AIM supports within preschool, early intervention settings, and support through the HSE or early years services. Not every child will be ready for or benefit from the same setting, and that’s okay.
Early Intervention Preschools & Home Tuition
For some younger children, support may begin through an early intervention preschool setting. In some cases, preschool-style settings are set up using the Home Tuition Grant to provide a more structure and supported early learning experience for children who need it. It allows the child to still attend school alongside other children even where a public school place is not available.
An early intervention preschool is a setting designed to support young children with additional needs, including autism. These settings may provide smaller group environments, offer more structured routines, and include support from therapists and specially trained staff. They focus on early communication, play, and regulation.
Understanding Assessments Used in Preschool
If your child has already had an autism assessment, you may be surprised to hear that their preschool, early intervention service or support setting wants to carry out another assessment. These assessments are different from an autism assessment.
An autism assessment looks at whether a child meets the criteria for an autism diagnosis. Assessments used within preschool or early intervention are usually designed to help professionals understand your child’s individual strengths, current skills and areas where they may need support.
They can help a setting understand things such as:
– How your child communicates
– How they understand language
– Their play and social interaction skills
– Their independence and daily living skills
– How they learn new skills
– Their strengths and interests
– Areas where additional support may be helpful
Different preschools and professionals use different assessment tools. Some are based on observation and play, while others look at individual skills in more detail.
Some specialist or ABA-based preschools use assessments that break learning and development down into smaller skills. These can help staff identify what a child can already do and what skills they may be ready to learn next.
VB-MAPP stands for Verbal Behavior Milestones Assessment and Placement Program. It is commonly used in ABA settings and looks at a wide range of early learning and communication skills, including:
– Communication and language
– Understanding language
– Asking for things
– Naming and describing things
– Social skills
– Play skills
– Imitation
– Early learning skills
The VB-MAPP also includes sections designed to identify potential barriers to learning and help professionals consider a child’s readiness for different learning environments.
ABLLS-R stands for Assessment of Basic Language and Learning Skills – Revised. Like the VB-MAPP, it is commonly used in ABA settings. It looks at a very detailed range of skills and can be used to break learning down into small, manageable steps. Areas include:
– Communication
– Receptive and expressive language
– Play
– Social interaction
– Self-help and independence
– Motor skills
– Early academic skills
Because it is very detailed, it can help professionals identify specific skills a child has already developed and areas where they may need further support.
AFLS stands for Assessment of Functional Living Skills. This assessment focuses more strongly on practical, everyday skills and independence. Depending on the areas being assessed, this can include:
– Self-care
– Toileting and hygiene
– Dressing
– Eating and mealtimes
– School skills
– Home skills
– Community skills
AFLS is often used alongside other assessments when supporting a child’s independence and functional skills.
The Early Start Denver Model (ESDM) is an early intervention approach designed for young autistic children. Its curriculum checklist looks at development across a range of areas, including:
– Communication
– Social engagement
– Play
– Imitation
– Cognitive development
– Motor skills
– Daily living skills
Unlike more traditional ABA approaches, ESDM is designed to be more developmental and relationship-based, with learning often taking place through play and everyday interactions.
Not all preschools use ABA-based assessments. Many early childhood settings use developmental, observational or play-based approaches to understand a child’s strengths and support needs.
Teaching Strategies GOLD is an observation-based assessment used in early childhood education. Rather than sitting a child down to complete a formal test, staff observe the child during everyday activities and play. Areas may include:
– Social and emotional development
– Physical development
– Language and communication
– Cognitive development
– Literacy
– Mathematics
Observations are collected over time to build a picture of the child’s development and progress.
HighScope COR Advantage is another observation-based assessment used in early childhood settings. It focuses on children’s learning and development through their everyday experiences and activities, including:
– Social and emotional development
– Communication
– Problem-solving
– Play
– Physical development
– Early literacy and maths
It is designed to look at development in a natural setting rather than relying solely on formal testing.
Transdisciplinary Play-Based Assessment (TPBA) is a play-based assessment approach. Children are observed while playing and interacting naturally, allowing professionals to understand how they use their skills in real-life situations. It can look at areas such as:
– Communication
– Social interaction
– Play
– Thinking and problem-solving
– Motor skills
– Emotional development
This approach may involve input from different professionals and can provide a broader picture of how a child learns and interacts.
Some children may also have assessments carried out specifically by a speech and language therapist. These assessments can help professionals understand how a child:
– Understands language
– Uses words, gestures or other forms of communication
– Communicates their wants and needs
– Interacts with other people
– Develops social communication skills
Some children may use formal language assessments, while others may be assessed through observation and play. For children who use alternative forms of communication, professionals may also look at how they communicate through:
– Gestures
– Pictures
– Signs
– AAC devices
– Facial expressions
– Actions and body language
What Does This Mean for My Child?
An assessment used in preschool should not simply be about identifying what your child cannot do. A good assessment should help professionals understand your child’s strengths, interests, abilities, and individual support needs. The information gathered can then be used to help plan appropriate support and learning opportunities.
You can always ask the preschool or professional:
– What assessment are you using?
– What does it look at?
– Why is it being used?
– How will the results be used to support my child?
– Will I be given feedback about the results?
– How often will my child’s progress be reviewed?
Remember, no single assessment can tell you everything about your child. Different children show their abilities in different ways and may perform differently depending on the environment, activity, and how comfortable they feel. Your knowledge as a parent is also an important part of understanding your child’s strengths and needs. If you’re unsure why an assessment is being carried out or what the results mean, it’s always okay to ask for it to be explained in simple, clear language.
Understanding School Options
When thinking about school, there is no ‘right’ option – only what is best for your child’s needs at the time. This can feel like a big decision, but you don’t need to have everything figured out straight away.
The Three Main Pathways
Most children will attend one of the following:
Mainstream School:
A mainstream school is a typical primary school setting. Some autistic children attend mainstream school with no additional support, while some will attend with support (e.g. resource teaching, SNA).
Mainstream settings may suit children who are comfortable in a busier environment, who can access learning with some support, and who benefit from being alongside typically developing peers.
Supports in mainstream schools may include SET (Special Education Teacher), SNA (Special Needs Assistant), resource teaching, classroom adaptations, and visual supports.
Mainstream with Autism Class:
This is a class within a mainstream school designed specifically for autistic children. Children are still part of the school but spend time in a smaller, more supported class. They may also join mainstream class for certain activities (like PE or playground).
Autism classes may suit children who benefit from a smaller, quieter environment and need more structured support but who can manage some level of integration into mainstream.
This setting offers access to mainstream when appropriate but with lower student-to-teacher ratios, more individualised support, and more structured routines.
Special School:
A special school is a setting designed for children with additional needs. All students have additional needs and are supported by a teacher throughout the day.
Special schools may suit children who need a highly structured, low-stimulation environment and require significant support throughout the day.
Special schools focus on communication, regulation, and life skills. They have smaller classes, higher levels of support, and specialised teaching approaches.
Visiting Potential Schools
If possible, visiting a school can help you get a better feel for whether the environment might suit your child. You might want to ask about class sizes, daily routines, sensory spaces, communication supports, and how the school supports autistic students. There is no perfect school for every autistic child. The aim is to find an environment where your child can feel safe, understood, and supported.
How Decisions Are Made
You’re not expected to figure this out alone. As your child’s parent, your knowledge of their needs and your views are an important part of these conversations. Decisions are usually based on your child’s individual needs, professional input from people such as psychologists or SLTs, and support and guidance from the NCSE or SENO.
It’s also helpful to know that a recommendation is not always the final outcome. Availability can affect what is eventually offered, and the most appropriate placement or support for your child may change over time.
There Is No Fixed Path
While some children may remain in the same setting long-term, it is also normal for a child to start in an autism class and move to mainstream or start in mainstream and move to a more supported setting.
What Matters Most
The goal is not a specific type of school, it’s finding a place where your child can be understood, feel safe, access learning, and be supported. It’s okay to feel unsure about this stage. Many parents feel the same, and decisions often become clearer over time as you learn more about your child’s needs.
| Setting | Environment | Support Level |
| Mainstream | Busy – completely integrated | Lower-Moderate |
| Autism Class | Mixed – small classes, integrated sometimes | Moderate-High |
| Special School | Structured with small class numbers | High |
Getting A School Place (Step-By-Step)
Finding the right school place can feel overwhelming, especially when you’re not sure where to start. This guide helps to break down the process into manageable steps.
Step 1: Understanding Your Child’s Needs
Before applying, it can help to have a sense of what type of setting might suit your child. This could be mainstream class, autism class in a mainstream setting, or a special school. You don’t need to be certain – this can evolve over time as your child’s needs change.
Step 2: Connect with the NCSE / SENO
Your SENO supports you through the process. They can discuss suitable school options, guide you on what to apply for, and help identify available placements.
Step 3: Gather Reports (If Available)
Reports can help schools understand your child’s needs. These might include psychological reports, speech and language reports, or occupational therapy reports. You can still begin the process if you don’t have everything.
Step 4: Identify Schools to Apply To
You may need to apply to more than one school. This might include local mainstream schools, schools with autism classes, or special schools.
Step 5: Apply to Schools
Each school has its own application process. When applying, include relevant information about your child and be clear about their needs. Make sure to always keep a record of your applications.
Step 6: Stay in Contact with Your SENO
Keep your SENO updated as you apply. They can support you if placements are not available and guide you through next steps. They can also help escalate any issues if needed.
Step 7: If A Place Is Offered
After your application has been processed and reviewed, you may received a suitable placement, or a placement that may not feel like the right fit. It’s okay to ask questions, visit the school, and take your time to consider if this is the best option.
Step 8: If No Place Is Available
This can happen, and it’s incredibly difficult when it does. At this stage, your SENO becomes even more important. Alternative supports (like home tuition) may also be explored.
This process can take time. You are not expected to solve everything immediately – each step moves things forward, even if it does not feel like it at the time.
Support Within School
Getting a school place is only one part of the journey. Once your child is in school, they may need different types of support depending on their individual needs.
Support can include things such as classroom adaptations, visual supports, sensory breaks, support from the Special Education Teacher (SET) or Special Needs Assistant (SNA) where appropriate, and individual strategies to help your child access learning and take part in school life.
The best support will depend on your child. Some children may need very little additional support, while others may need significant help throughout the school day.
It can be helpful to keep communication open with your child’s school and talk regularly about what is working, what isn’t, and whether anything needs to change.
Support can also change over time as your child’s needs develop.
If Your Child Has No School Place
If your child doesn’t have a suitable school place, home tuition is an interim support designed to ensure your child can continue learning. It provides the funding for a temporary support while awaiting a placement. This is usually a tutor who provides structured learning at home.
Grant Form Guide
The Home Tuition Grant (HTSEN1) form can look like a lot at first, but the good news is that you do not need to complete every section. Parents will fill in: Section 1, one of Section 2A, 2B, or 2C, and Section 3. The chosen tutor completes Section 4 and the appendices. The Department of Education says you can send Sections 1, 2, and 3 first to establish eligibility before you have found a tutor. One very important point: the form says do not send assessments or reports to the Department with the application. Those should be given to the SENO, not posted in with the form itself.
Before you start, have these ready if you can:
– your child’s PPSN
– your own PPSN
– your contact details
– the date you first contacted the NCSE / SENO
– notes about your child’s current educational situation
– a simple list of schools or placements you have applied to, if relevant
Step 1: Fill in Section 1 – Child Details
This is the straightforward part, take your time and just complete this section carefully and accurately. The main thing to watch is the PPSN as the form specifically notes that this is not the same as the GMS number on a medical card.
In this section, you will be asked for:
– your child’s PPSN
– first name and surname
– date of birth
– gender
– whether you have applied for home tuition before
– whether any other children in the family are receiving home tuition
– details of the proposed home tuition programme
Step 2: Fill in Section 1 – Parent / Legal Guardian Details
You then complete your own details:
– your PPSN
– first name and surname
– address
– eircode
– telephone number
– email address
Important: the form says that correspondence may be issued by email, so use an email address you actually check, and keep an eye on junk/spam folders too.
Step 3: Choose the Correct Section 2
You complete one only of these:
– Section 2A — children aged 2½ to 3 with autism
– Section 2B — children aged 3+ with autism seeking an early intervention / early years setting placement
– Section 2C — children aged 4+ seeking a special school or special class placement
This is one of the biggest places parents can get stuck, so the simplest way to think about it is:
– Use 2A if your child is aged between 2½ and 3 and has an autism diagnosis.
– Use 2B if your child is 3 or older, has autism, and you are still seeking an early intervention / early years placement. This section refers to ECCE/AIM, early intervention classes, and HSE-funded early years supports.
– Use 2C if your child is 4 or older and you are seeking a special school or special class placement.
Step 4: Filling in Section 2A
This section is for children aged 2½ to 3 with autism. The parent section asks you to confirm that you have spoken to the NCSE about an school placement for when your child turns 3, and that you have given the relevant reports to the NCSE. It also asks whether your child will be receiving supports during the school year, such as an early intervention class, HSE-funded early intervention setting, or ECCE/early years setting. If your child is receiving any of these supports, they ask for the start date, weekly hours, and details of the support and facility. The main point of this section is to show that your child fits this age/diagnostic group, and that you are already engaging with the NCSE around the next educational placement.
How to fill it in:
Be factual and simple:
– say yes if you have spoken to the NCSE
– include any current early years or preschool support your child is getting
– include the number of hours honestly
Step 4: Filling in Section 2B
This section is for children with autism aged 3 and up who are looking for an early intervention / early years setting placement. The form asks if your child will be availing of supports such as ECCE/AIM, an autism early intervention class, or an HSE-funded early years setting. If yes, you will be asked for the start date, hours, support details, and the setting’s contact details. The form also notes that the maximum hours available across these schemes is 20 hours per week. The form also asks you to confirm that:
– you have consulted with the NCSE about sourcing an early intervention placement
– you have supplied the relevant reports to the NCSE
– you understand it is your responsibility to enrol your child where available
– there is currently no early intervention placement available for your child
How to fill it in:
Keep your wording practical:
– list any preschool / ECCE / AIM support your child currently has
– if your child has no suitable placement, say that clearly
– if you have already spoken with the NCSE, confirm that
Step 4: Filling in Section 2C
This is the section that parents will use if their child is 4 or over and seeking a special school or special class. In the parent section, you confirm that:
– you have consulted with the NCSE about sourcing a placement for the coming school year
– you have supplied the relevant reports to the NCSE
– you are seeking one placement type only: Autism Class, Special School, or Special Class (Non-Autism)
– you understand it is your responsibility to enrol your child where a potential placement has been identified
– you state the number of schools applied to
– you confirm you have provided documentary evidence to the SENO of those applications
– and you confirm that there is currently no school placement available for your child
How to fill it in:
This section needs you to be clear and specific.
When it asks for the number of schools applied to, make sure to count them carefully and make sure that you really have given the SENO proof of those applications.
When you tick the setting you are looking for, choose the one that matches the recommendations of the NCSE.
What they are really looking for:
In this section, they really want to see that you are actively seeking a placement, that the NCSE is involved, and that there is genuinely no suitable place available for your child right now.
Step 5: SENO Section – Completed by SENO
After your Section 2 page, there is a matching SENO page. You do not fill this in, you bring it to your SENO and they will fill it in. The SENO confirms things like diagnosis criteria, age category, supports already explored, and whether a placement is currently available or not. For children aged 4+, the SENO also confirms whether reports indicate the child cannot be supported in a mainstream class and what placement type is required.
Important: before sending the form on, make sure your SENO has your current reports, your list of schools applied to, and any documentary proof of applications if you are using Section 2C. This will help avoid any extra delays.
Step 6: Fill in Section 3 – Declaration
The parent completes the declaration on page 11. This is where you sign to confirm the information is true. Before signing, double-check that:
– you used the correct Section 2
– you filled in all of Section 1
– your contact details are correct
– you have signed where needed
Step 7: Tutor Section – Completed by Tutor (when ready)
The form then moves to tutor details. The proposed tutor completes Section 4 and the relevant appendices. This must be witnessed by a notary public, practicing solicitor, peace commissioner, or commissioner for oaths. All proposed tutors must be registered with the Teaching Council of Ireland for the full approved period, and they must be vetted by the Teaching Council before tuition starts. You can have more than one tutor make up your child’s allocated hours. If you have more than one tutor, each tutor completes their own section.
Important: you do not need to panic if you have not found a tutor yet. The form states that Sections 1, 2, and 3 can be sent first so the Department can establish whether your child is eligible before tutor details are provided.
Step 8: Send The Form
The next step is to send your application form. The Department says to allow 15 working days for applications to be processed, but that incomplete forms can delay processing. The current Home Tuition page says HTSEN1 applications should be returned to:
Home Tuition Unit, Special Education Section, Department of Education and Youth, Cornamaddy, Athlone, Co. Westmeath, N37 X659
Very important things to remember:
– Home tuition is described by the Department as an interim measure only where a recognised school place is not currently available. It is not meant to be an optional alternative to school.
– No tuition should start until the Department has approved the application in writing and issued the grant approval letter. Funding is not backdated, and payment will not be made for tuition before the approved dates.
The simplest way to think about the form:
– Section 1 = who is the child and parent?
– Section 2 = which educational situation applies?
– SENO page = NCSE/SENO confirms the position
– Section 3 = your declaration
– Section 4 = tutor details later, if/when needed
This stage can feel uncertain, but support is there even if it takes time. You are taking the right step by exploring options and advocating for your child.
Many families go through this process. It can take time, but support is available for you. Take it one step at a time, you don’t have to do everything at once and you don’t need to have everything figured out overnight.
