Learning Act: An Acceptance and Commitment Therapy Skills Training Manual: An Acceptance & Commitment Therapy Skills-Training Manual for Therapists

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providing accessible education on topics such as keeping safe, sex and relationships and online safety By the end of the strategy, we want many more organisations, businesses and public sector services to have become autism-inclusive, so that autistic people can engage in their communities, just like everyone else. This will mean taking part in initiatives like Autism Hour, the Autism Friendly Award or taking other steps to become more autism-aware. In 5 years’ time, we want to show that autistic people feel more able to take part in their communities than they do today, including feeling more comfortable using public transport.

In 2021, too many autistic people still face long waits for their diagnosis – and do not always receive support that is tailored to their needs at an early enough stage. Far too many autistic people still struggle in childhood, both with getting a diagnosis and with support following a diagnosis, including at school, and find it hard to get a job when they reach adulthood. We will have achieved the targets we set out in the NHS Long Term Plan for reductions in the number of autistic people and people with a learning disability who are mental health inpatients by 2024. We are also seeking to modernise the Mental Health Act and will bring forward changes which would mean that autistic people are only admitted to inpatient mental health settings if absolutel The Standards in Scotland’s Schools etc. Act 2000 is about the provision of school education. This describes the duty of the education authority in ensuring children's rights. Children and Young People (Scotland) Act 2014

Changes to legislation:

The Education (Scotland) Act 1980 describes the role of Education Authorities. It also outlines the rights and duties of parents. United Nations Convention on the Rights of the Child Schools in Scotland must follow the statutory guidance Supporting children’s learning (PDF) (Scottish Government, 2017).

continue to trial and develop the Oliver McGowan Mandatory Training on learning disability and autism for all health and adult social care staff

References

The SENCO, along with other teachers, should also ensure that children have an individual education plan (IEP). This should set out the nature of the child’s learning difficulties and the provision to be put in place to support them. Scotland We will significantly improve the public’s understanding and acceptance of autism, and show that autistic people feel more included and accepted in their communities. We also want the public to understand how autism can affect people differently, including the difference in how autistic women and girls present, and to help change people’s behaviour towards autistic people and their families. We want many more businesses, public sector services and different parts of the transport system to become more autism-inclusive, so that autistic people can access these spaces and services, just like everyone else. Improving autistic children and young people’s access to education and supporting positive transitions into adulthood For further reading about children with SEND, search the NSPCC Library catalogue using the keywords “children with learning difficulties”, “children with disabilities”, “schools” and “child protection”.

Department for Education (DfE) (2021) Keeping children safe in education: statutory guidance for schools and colleges. [Accessed 19/05/2022]. Since the last autism strategy was published, new challenges have also emerged for autistic people, as has our understanding of the barriers people face across their lives. We have seen the number of people identified as being autistic in inpatient mental health services increase, and now know more about the scale of the life expectancy gap for autistic people, which is we know is approximately 16 years compared to the general population.

Until the ALN system is implemented, schools should follow the Special educational needs (SEN) code of practice for Wales, which provides guidance on how to identify, assess and make provision for children with SEN (Welsh Government, 2013). A growing number of children and young people are being diagnosed as autistic, with special educational needs data suggesting that 1.8% of all pupils in England now have an autism diagnosis. In spite of this, we know that many autistic children and young people are still having poor experiences within school, are not reaching their potential and are struggling in the transition to adult life. The APPGA’s The Autism Act, 10 Years On report showed that autistic children and young people often find it difficult to get the help they need at school due to poor understanding of autism among education staff. It also highlighted that less than 5 in 10 were confident about supporting autistic children and young people, and this can result in missed opportunities to help children reach their potential or prevent children’s needs or distressed behaviour from escalating.