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Scottish Autism Toolbox: Policy Overview - Robin McKendrick
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Scottish Autism Toolbox: Policy Overview - Robin McKendrick


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

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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  • 1. Scottish Autism Toolbox Policy 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.
    • C ame 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
  • 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.
    • ASL/GIRGEC Interface
    • Seek to enable all to become:
      • successful learners,
      • confident individuals,
      • effective contributors, and
      • responsible citizens.
      • Curriculum for Excellence -
  • 16.
    • 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