Luxembourg expands support for children with autism

The Luxembourg Ministries of Education and Health have presented a report on support for children with autism spectrum disorder (ASD) in response to a parliamentary request from MPs Claire Delcourt and Francine Closener. The main findings relate to the educational achievement of children with ASD, the expansion of specialised education programmes and improved diagnosis.

Research shows that children with autism, even with similar levels of intelligence, tend to lag behind their peers in academic achievement. However, school grades reflect not only cognitive ability but also communication and social interaction skills, which is often a challenge for children with ASD. School environment, access to specialised support and difficulties in emotional and social adjustment are among the factors that affect their academic performance.

Over the past three years, the Luxembourg authorities have been actively expanding educational support for children with autism. The specialist centre CTSA (Centre pour enfants et jeunes présentant un trouble du spectre de l'autisme) has created 36 additional specialist posts, 18 of them in 2024 alone. Seventeen new classes have been opened, including 10 last year, with plans to add a further 7 classes and 3 branches by 2028.

In addition, staff support for children with special needs is expanding in public schools and lyceums. In three years, 33 positions for specialised teachers (I-EBS) and 143 positions for special education support teams (ESEB) have been added. In 2024, 50 assistant (A-EBS) posts are added to help teachers work with children with special needs in primary schools.

In order to improve the quality of education, the Institut de Formation de l'Éducation Nationale (IFEN) will develop additional training for teachers and teaching staff focused on adapting the school environment for children with autism. SNEI's National Service for Inclusive Education is also planning a campaign this year to inform educators about the specifics of ASD and how to teach these students.

With regard to autism diagnosis, an interdepartmental working committee was set up in 2024 to improve the diagnosis route and reduce waiting lists. As part of this work, meetings have been held with experts from the Fondation Autisme Luxembourg, the paediatric psychiatric service and the CHL Assessment and Functional Rehabilitation Centre. Monthly meetings are now planned to monitor and implement new diagnostic procedures.