Scottish Autism Toolbox Policy Overview

1. Scottish Autism ToolboxPolicy Overview Robin McKendrick Support for Learning Division Schools Directorate Scottish Government May 2009

2. 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.

3. 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.

4. 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.

5. 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.

6. Standards in Scotland’s Schools etc. Act 2000 • 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

7. 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.

8. 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.

9. 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.

10. 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.

11. 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

12. Curriculum for Excellence • Curriculum for Excellence - seeks to enable all to become: • successful learners, • confident individuals, • effective contributors, and • responsible citizens.

13. Overview

14. Inclusion • ASL/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.

15. Inclusion • ASL/GIRGEC Interface • Seek to enable all to become: • successful learners, • confident individuals, • effective contributors, and • responsible citizens. • Curriculum for Excellence -

16. 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

17. 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.

18. 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

19. 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

20. 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

21. References/information • Learning and Teaching Scotland Website • http://www.ltscotland.org.uk/ • Inclusive Education Website • http://www.ltscotland.org.uk/inclusiveeducation/ • Happy, safe and achieving their potential • www.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 Practice • http://www.ltscotland.org.uk/inclusiveeducation/additionalsupportforlearning/ codeofpractice.asp • Additional Support Needs Tribunals for Scotland • http://www.asntscotland.gov.uk/ • Disability Equality Duty • http://www.drc-gb.org/pdf/Schools_education_scotland_august_06.pdf • Circular on presumption of mainstreaming • http://www.scotland.gov.uk/Publications/2002/05/14630/3866