Scottish Autism ToolboxPolicy Overview

Robin McKendrickSupport for Learning DivisionSchools DirectorateScottish Government

May 2009

Scottish Government’s five strategic objectives

• a wealthier and fairer Scotland – to be achieved by enabling businesses and people to increase their

wealth and more people to share fairly in that wealth• a healthier Scotland

– to be pursued by helping people to sustain and improve their health, especially in disadvantaged communities, and by ensuring better, local and faster access to health care

• a safer and stronger Scotland – delivered by helping communities to flourish, becoming stronger, safer

places to live, through offering improved opportunity for a better quality of life

• a Smarter Scotland – achieved by expanding opportunities for Scots to succeed, from nurture

through to lifelong learning, ensuring higher and more widely shared achievements, and,

• a greener Scotland, – seeing improvements in Scotland's natural and built environment and

the sustainable use and enjoyment of it by all.

National Outcomes

– investing in effective services for all children to ensure every child gets off to the best start in life

– having an international perspective to promote an understanding of Scotland and our place in the world and challenging our ambitions against the achievements of other countries

– having high aspirations and challenging all to aim high– being egalitarian and embracing the Scottish tradition of the

democratic intellect as part of our approach to learning– ensuring education and learning are at the heart of the

community, supporting communities and promoting community self-reliance, focussing on the child and the learner, providing support and learning journeys that respond to individuals’ needs and potential.

Inclusion: Legislative context

Part 3 Section 7 of the Toolbox

• Standards in Scotland’s Schools Act 2000.• Disability Discrimination Acts 1995 (as

amended).• Education (Disability Strategies and Pupils’

Educational Records) (Scotland ) Act 2002.• Disability Equality duty as from 4 Dec 2006.• Additional Support for Learning (Scotland)

(Act) 2004.• The Equality Act 2006.

ASL Bill 2009

• it clarifies the definition of 'additional support' by specifying that it is not limited to support provided in an educational environment.

• it extends the rights of parents and young people to enable them to request a specific assessment, such as an educational, psychological or medical assessment, at any time.

Came into effect on 1 August 2003

Duty on EAs to provide education in a school other than a special school unless such provision would:

• not be suited to the ability or aptitude of the child; • be incompatible with the provision of efficient

education for the children with whom the child would be educated; or

• would result unreasonable public expenditure being incurred which would not ordinarily be incurred

Standards in Scotland’s Schools etc. Act 2000

• Mainstreaming presumption is simply a presumption—it is not an inflexible rule.

• The right balance must be struck between children's rights to be educated in a mainstream environment, which can bring the educational and social benefits and;

• Need to respond sensitively in the cases of children who require a form of specialist provision.

Disability Discrimination Act

• Unlawful to discriminate against disabled pupils and prospective pupils in the provision of:

–admissions and exclusions,

–education and

–associated services in schools.

DDA: Education & Associated Services

Includes:• Curriculum;• Teaching;• Classroom organisation;• Grouping of pupils;• Homework;• Access to school facilities;• School trips;• Breaks and lunch; • Interaction with other pupils;• Exclusion procedures.

DDA

In particular the Act requires providers of education:

• Not to treat disable pupils less favourably.• To make reasonable adjustments.

Definition of Disability

• ‘physical impairment’ includes sensory impairment;

• ‘mental impairment’ includes learning difficulties and an impairment resulting from or consisting of a mental illness.

• Definition can include a wide range of impairments, including hidden impairments such as dyslexia, autism, speech and language impairments and Attention Deficit Hyperactivity Disorder (ADHD).

• An impairment does not of itself mean that a pupil is disabled. It is the effect on a pupil’s ability to carry out normal day-to-day activities that has to be considered.

Inclusion: Policy context• Early Years strategy.• Curriculum for Excellence• More Choices More Chances. • GIRFEC.• Happy Safe and Achieving Their Potential Harm: • Domestic Abuse. • Young Cares. • Looked After Children.• The Equality Act 2006: guidance for schools• Race Equality Statement

Curriculum for Excellence

• Curriculum for Excellence - seeks to enable all to become:

– successful learners,

– confident individuals,

– effective contributors, and

– responsible citizens.

Overviewsuccessful learnerswith•enthusiasm and motivation for learning•determination to reach high standards of achievement•openness to new thinking and ideas

and able to•use literacy, communication and numeracy skills•use technology for learning•think creatively and independently•learn independently and as part of a group•make reasoned evaluations•link and apply different kinds of learning innew situations

confident individualswith•self respect•a sense of physical, mental and emotional wellbeing•secure values and beliefs•ambition

and able to•relate to others and manage themselves•pursue a healthy and active lifestyle•be self aware•develop and communicate their own beliefsand view of the world•live as independently as they can•assess risk and take informed decisions•achieve success in different areas of activity

responsible citizenswith•respect for others•commitment to participate responsibly inpolitical, economic, social and cultural life

and able to•develop knowledge and understanding ofthe world and Scotland’s place in it•understand different beliefs and cultures•make informed choices and decisions•evaluate environmental, scientific andtechnological issues•develop informed, ethical views of complexissues

effective contributorswith•an enterprising attitude•resilience•self-reliance

and able to•communicate in different ways and indifferent settings•work in partnership and in teams•take the initiative and lead•apply critical thinking in new contexts•create and develop•solve problems

To enable all youngpeople to become

InclusionASL/GIRGEC Interface

What is GIRFEC?

– Meets the needs and promotes the well-being and potential of all children.

What is the ASL Act?

– Aims to ensure that all children and young people with additional support needs receive the necessary help to ensure they benefit from school education.

ASL/GIRGEC Interface

• Seek to enable all to become:

– successful learners,

– confident individuals,

– effective contributors, and

– responsible citizens. Curriculum for Excellence -

Inclusion

ASL/GIRGEC Interface

• Do the Principles of ASL and GIRFEC fit together?

• GIRFEC – Principles– Meet the needs of all children in a proportionate

and timely way.

• ASL – Focus’ on children’s learning in the broadest

sense. – Sits within the overall GIRFEC approach

Inclusion

Autism Toolkit – The origins

• “Education for Pupils with Autism Spectrum Disorders” – HMIE –

• “make school make sense - Scotland” NAS– Both published October 2006– Formation of Working Group announced.

Working Group

• Consultant and service user• NAS/SSA• HMIE• Professional Services Manager/Psychological

Service/Head teachers• EIS• National Centre for Autism Studies• Chair of Social and Educational Inclusion at

Aberdeen University

Possible Structure

• Set the context• What is autism?• What information do parents and families

need?• What good practice looks like• How can we maximise inclusion?• Continuing professional development• Planning to meet additional support needs

The Toolbox

• Policy and Legislative Context• Autism in Practice• Guidance and Support• Support for Parents and Families• Working with other Agencies• Overview of Interventions• Resources• Building on the Legislative context• Directory• Practice Grids and Posters

References/information• Learning and Teaching Scotland Websitehttp://www.ltscotland.org.uk/

• Inclusive Education Websitehttp://www.ltscotland.org.uk/inclusiveeducation/

• Happy, safe and achieving their potentialwww.scotland.gov.uk/library5/education/hsaps-00.asp

• Enquire - The Scottish Advice Service for Additional Support for Learning

http://www.enquire.org.uk

• Code of Practicehttp://www.ltscotland.org.uk/inclusiveeducation/additionalsupportforlearning/

codeofpractice.asp

• Additional Support Needs Tribunals for Scotlandhttp://www.asntscotland.gov.uk/

• Disability Equality Dutyhttp://www.drc-gb.org/pdf/Schools_education_scotland_august_06.pdf

• Circular on presumption of mainstreaminghttp://www.scotland.gov.uk/Publications/2002/05/14630/3866