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.
Government has set 5 strategic objectives: Stress that these objectives apply equally across and bind together all policy portfolios within the remit of the Scottish Government.
Healthier – Free school meals for 5-8 year olds
Greener – Eco schools
Every School in Scotland has a major role to play in supporting these objectives:
Increasing access and
Expanding opportunities for all our children
Where each is valued as an individual

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.
In taking forward our wider agenda, the Scottish Government are guided by these six principles on the slide which are focused on:
Ensuring or children and young people are better educated and as a result are more skilled and successful
All Our children have the best start in life
The significant inequalities in Scottish society are tackled, and that
The life chances for children, young people and families at risk are improved.

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.
Important to place what we do in context, also crucial that we place it in the legislative landscape
These are the headline pieces of legislation – stress not a comprehensive list.
Also point out as many of you will be aware that the Bill that amended the ASL Act has recently concluded its Parliamentary passage.

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.
Only two of the amendments agreed by Parliament
The Bill clarifies and strengthens the provision of the ASL Act
Not in force as yet. Require to re-write the code of practice and indeed revise related secondary legislation. Consultation will take place later this year.

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
Most commonly raised issue about inclusion is the issue of mainstreaming:
This is what the Act actually states

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.
Key message to take away with you is on the screen
Child must be treated as an individual
Views should be sought
Parents have rights.

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.
The Disability Discrimination Act (1995)
Wherever possible disabled people, should have the same opportunities as non-disabled people in their access to education.
Specifically, the Education (Additional Support for Learning) (Scotland) Act 2004 (Consequential Modifications) Order 2005, adds the Act to the list of education acts relating to Scotland, thereby requiring an education authority not to discriminate against a disabled pupil, or a prospective pupil, who is disabled when discharging its functions under 2004 Act.

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.
All of these issues are covered by the legal definition of Associated Services.

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.
Can see from slide that the DDA Act requires providers of education:
Not to treat disable pupils less favourably.
To make reasonable adjustments.

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
The Governments ambitions for an early years policy are the building blocks of our education agenda and the Government have launched a process to develop a long term early years strategy.
More choices more chances is the generic term used to describe the development of pathways and provision that provide young people at risk of becoming disengaged for learning and employment with alternative opportunities.

12. Curriculum for Excellence
Curriculum for Excellence - seeks to enable all to become:
successful learners,
confident individuals,
effective contributors, and
responsible citizens.
More specifically - it provides a framework for all young people in Scotland to gain the knowledge and skills for learning, skills for life and skills for work that they need to flourish.
This is different to any kind of educational development we have undertaken before. It depends on reflective professionals developing their own thinking and teaching and working collaboratively.
All pupils succeed is a fundamental aim of Scottish Education

13. Overview
This statement of purpose lies at the heart of the CfE and is intended to be a memorable and compelling reference point for teachers, parents and children.
The child is at the centre of this diagram, and our aspiration for each child is represented through the four capacities which surround the child.
In each case the capacity is expanded into ‘attributes’ and ‘capabilities’: it is our task to design a curriculum which will enable each child to develop these attributes and capabilities.

14. Inclusion ASL/GIRGEC Interface What is GIRFEC? What is the ASL Act?
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 Seek to enable all to become: successful learners,
ASL/GIRGEC Interface
Seek to enable all to become:
successful learners,
confident individuals,
effective contributors, and
responsible citizens.
Curriculum for Excellence -

16. Inclusion Do the Principles of ASL and GIRFEC fit together?
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.
First of these - commissioned by Scottish Ministers
Part of the task being to identify good practice and make recommendations for moving forward.
Second by the NAS aimed to report on the inclusion debate and the effect of mainstreaming and
Explore the attitudes and experiences of families of children with autism.
Both published on 31 October 2006 when the 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
Working Group Chaired by the Director of Schools Directorate of the Scottish Government.
Met 5 times and considered both reports and their recommendations
Agreed to ask the National Centre to produce toolkit

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
These ideas emerged for the toolkit

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
Within these Broad headings:
Defining ASD
Diagnosis and working with ASD
The Triad of impairment
Assessment
The Social Curriculum
Working with parents
Issues for siblings
Transitions and much more

21. References/information
Learning and Teaching Scotland Website
Inclusive Education Website
Happy, safe and achieving their potential
Enquire - The Scottish Advice Service for Additional Support for Learning
Code of Practice
codeofpractice.asp
Additional Support Needs Tribunals for Scotland
Disability Equality Duty
Circular on presumption of mainstreaming
Some examples of sources of guidance or information about the requirements of the Act and the regulations.