Scottish Autism Toolbox: Policy Overview - Robin McKendrick


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Robin McKendrick, Support for Learning Division, Schools Directorate, Scottish Government. Talking About Autism: Scottish Autism Toolbox conference. Friday 29th May 2009, Jordanhill, Glasgow.

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  • Scottish Autism Toolbox: Policy Overview - Robin McKendrick

    1. 1. Scottish Autism Toolbox Policy Overview Robin McKendrick Support for Learning Division Schools Directorate Scottish Government May 2009
    2. 2. Scottish Government’s five strategic objectives <ul><li>a wealthier and fairer Scotland </li></ul><ul><ul><li>to be achieved by enabling businesses and people to increase their wealth and more people to share fairly in that wealth </li></ul></ul><ul><li>a healthier Scotland </li></ul><ul><ul><li>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 </li></ul></ul><ul><li>a safer and stronger Scotland </li></ul><ul><ul><li>delivered by helping communities to flourish, becoming stronger, safer places to live, through offering improved opportunity for a better quality of life </li></ul></ul><ul><li>a Smarter Scotland </li></ul><ul><ul><li>achieved by expanding opportunities for Scots to succeed, from nurture through to lifelong learning, ensuring higher and more widely shared achievements, and, </li></ul></ul><ul><li>a greener Scotland, </li></ul><ul><ul><li>seeing improvements in Scotland's natural and built environment and the sustainable use and enjoyment of it by all. </li></ul></ul>
    3. 3. National Outcomes <ul><ul><li>investing in effective services for all children to ensure every child gets off to the best start in life </li></ul></ul><ul><ul><li>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 </li></ul></ul><ul><ul><li>having high aspirations and challenging all to aim high </li></ul></ul><ul><ul><li>being egalitarian and embracing the Scottish tradition of the democratic intellect as part of our approach to learning </li></ul></ul><ul><ul><li>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. </li></ul></ul>
    4. 4. Inclusion: Legislative context <ul><li>Part 3 Section 7 of the Toolbox </li></ul><ul><li>Standards in Scotland’s Schools Act 2000. </li></ul><ul><li>Disability Discrimination Acts 1995 (as amended). </li></ul><ul><li>Education (Disability Strategies and Pupils’ Educational Records) (Scotland ) Act 2002. </li></ul><ul><li>Disability Equality duty as from 4 Dec 2006. </li></ul><ul><li>Additional Support for Learning (Scotland) (Act) 2004. </li></ul><ul><li>The Equality Act 2006. </li></ul>
    5. 5. ASL Bill 2009 <ul><li>it clarifies the definition of 'additional support' by specifying that it is not limited to support provided in an educational environment. </li></ul><ul><li>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. </li></ul>
    6. 6. <ul><li>C ame into effect on 1 August 2003 </li></ul><ul><li>Duty on EAs to provide education in a school other than a special school unless such provision would: </li></ul><ul><li>not be suited to the ability or aptitude of the child; </li></ul><ul><li>be incompatible with the provision of efficient education for the children with whom the child would be educated; or </li></ul><ul><li>would result unreasonable public expenditure being incurred which would not ordinarily be incurred </li></ul>Standards in Scotland’s Schools etc. Act 2000
    7. 7. <ul><li>Mainstreaming presumption is simply a presumption—it is not an inflexible rule. </li></ul><ul><li>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; </li></ul><ul><li>Need to respond sensitively in the cases of children who require a form of specialist provision. </li></ul>
    8. 8. Disability Discrimination Act <ul><li>Unlawful to discriminate against disabled pupils and prospective pupils in the provision of: </li></ul><ul><ul><li>admissions and exclusions, </li></ul></ul><ul><ul><li>education and </li></ul></ul><ul><ul><li>associated services in schools . </li></ul></ul>
    9. 9. DDA: Education & Associated Services <ul><li>Includes: </li></ul><ul><li>Curriculum; </li></ul><ul><li>Teaching; </li></ul><ul><li>Classroom organisation; </li></ul><ul><li>Grouping of pupils; </li></ul><ul><li>Homework; </li></ul><ul><li>Access to school facilities; </li></ul><ul><li>School trips; </li></ul><ul><li>Breaks and lunch; </li></ul><ul><li>Interaction with other pupils; </li></ul><ul><li>Exclusion procedures. </li></ul>
    10. 10. DDA <ul><li>In particular the Act requires providers of education: </li></ul><ul><li>Not to treat disable pupils less favourably. </li></ul><ul><li>To make reasonable adjustments. </li></ul><ul><li>Definition of Disability </li></ul><ul><li>‘ physical impairment’ includes sensory impairment; </li></ul><ul><li>‘ mental impairment’ includes learning difficulties and an impairment resulting from or consisting of a mental illness. </li></ul><ul><li>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). </li></ul><ul><li>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. </li></ul>
    11. 11. Inclusion: Policy context <ul><li>Early Years strategy. </li></ul><ul><li>Curriculum for Excellence </li></ul><ul><li>More Choices More Chances. </li></ul><ul><li>GIRFEC. </li></ul><ul><li>Happy Safe and Achieving Their Potential Harm: </li></ul><ul><li>Domestic Abuse. </li></ul><ul><li>Young Cares. </li></ul><ul><li>Looked After Children. </li></ul><ul><li>The Equality Act 2006: guidance for schools </li></ul><ul><li>Race Equality Statement </li></ul>
    12. 12. Curriculum for Excellence <ul><li>Curriculum for Excellence - seeks to enable all to become: </li></ul><ul><ul><li>successful learners, </li></ul></ul><ul><ul><li>confident individuals, </li></ul></ul><ul><ul><li>effective contributors, and </li></ul></ul><ul><ul><li>responsible citizens. </li></ul></ul>
    13. 13. Overview
    14. 14. Inclusion <ul><li>ASL/GIRGEC Interface </li></ul><ul><li>What is GIRFEC? </li></ul><ul><ul><li>Meets the needs and promotes the well-being and potential of all children. </li></ul></ul><ul><li>What is the ASL Act? </li></ul><ul><ul><li>Aims to ensure that all children and young people with additional support needs receive the necessary help to ensure they benefit from school education. </li></ul></ul>
    15. 15. <ul><li>ASL/GIRGEC Interface </li></ul><ul><li>Seek to enable all to become: </li></ul><ul><ul><li>successful learners, </li></ul></ul><ul><ul><li>confident individuals, </li></ul></ul><ul><ul><li>effective contributors, and </li></ul></ul><ul><ul><li>responsible citizens. </li></ul></ul><ul><ul><li>Curriculum for Excellence - </li></ul></ul>Inclusion
    16. 16. <ul><li>ASL/GIRGEC Interface </li></ul><ul><li>Do the Principles of ASL and GIRFEC fit together? </li></ul><ul><li>GIRFEC – Principles </li></ul><ul><ul><li>Meet the needs of all children in a proportionate and timely way. </li></ul></ul><ul><li>ASL </li></ul><ul><ul><li>Focus’ on children’s learning in the broadest sense. </li></ul></ul><ul><ul><li>Sits within the overall GIRFEC approach </li></ul></ul>Inclusion
    17. 17. Autism Toolkit – The origins <ul><li>“ Education for Pupils with Autism Spectrum Disorders” – HMIE – </li></ul><ul><li>“ make school make sense - Scotland” NAS </li></ul><ul><ul><li>Both published October 2006 </li></ul></ul><ul><ul><li>Formation of Working Group announced. </li></ul></ul>
    18. 18. Working Group <ul><li>Consultant and service user </li></ul><ul><li>NAS/SSA </li></ul><ul><li>HMIE </li></ul><ul><li>Professional Services Manager/Psychological Service/Head teachers </li></ul><ul><li>EIS </li></ul><ul><li>National Centre for Autism Studies </li></ul><ul><li>Chair of Social and Educational Inclusion at Aberdeen University </li></ul>
    19. 19. Possible Structure <ul><li>Set the context </li></ul><ul><li>What is autism? </li></ul><ul><li>What information do parents and families need? </li></ul><ul><li>What good practice looks like </li></ul><ul><li>How can we maximise inclusion? </li></ul><ul><li>Continuing professional development </li></ul><ul><li>Planning to meet additional support needs </li></ul>
    20. 20. The Toolbox <ul><li>Policy and Legislative Context </li></ul><ul><li>Autism in Practice </li></ul><ul><li>Guidance and Support </li></ul><ul><li>Support for Parents and Families </li></ul><ul><li>Working with other Agencies </li></ul><ul><li>Overview of Interventions </li></ul><ul><li>Resources </li></ul><ul><li>Building on the Legislative context </li></ul><ul><li>Directory </li></ul><ul><li>Practice Grids and Posters </li></ul>
    21. 21. References/information <ul><li>Learning and Teaching Scotland Website </li></ul><ul><li> </li></ul><ul><li>Inclusive Education Website </li></ul><ul><li> </li></ul><ul><li>Happy, safe and achieving their potential </li></ul><ul><li> </li></ul><ul><li>Enquire - The Scottish Advice Service for Additional Support for Learning </li></ul><ul><li> </li></ul><ul><li>Code of Practice </li></ul><ul><li> codeofpractice.asp </li></ul><ul><li>Additional Support Needs Tribunals for Scotland </li></ul><ul><li> </li></ul><ul><li>Disability Equality Duty </li></ul><ul><li> </li></ul><ul><li>Circular on presumption of mainstreaming </li></ul><ul><li> </li></ul>