Transcript Scottish Autism Toolbox: Policy Overview

Scottish Autism Toolbox
Policy Overview
Robin McKendrick
Support for Learning Division
Schools Directorate
Scottish Government
May 2009
Scottish Government’s five strategic
objectives
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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.
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.
Inclusion: Legislative context
Part 3 Section 7 of the Toolbox
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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.
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.
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:
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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
• 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.
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.
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.
DDA
In particular the Act requires providers of education:
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Not to treat disable pupils less favourably.
To make reasonable adjustments.
Definition of Disability
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‘physical impairment’ includes sensory impairment;
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‘mental impairment’ includes learning difficulties and an impairment
resulting from or consisting of a mental illness.
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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).
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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.
Inclusion: Policy context
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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
Curriculum for Excellence
• Curriculum for Excellence - seeks to
enable all to become:
– successful learners,
– confident individuals,
– effective contributors, and
– responsible citizens.
Overview
successful learners
confident individuals
with
•enthusiasm and motivation for learning
•determination to reach high standards of achievement
•openness to new thinking and ideas
with
•self respect
•a sense of physical, mental and emotional wellbeing
•secure values and beliefs
•ambition
and able to
•use literacy, communication and numeracy skills
•use technology for learning
•think creatively and independently
•learn independently and as part of a group
•make reasoned evaluations
•link and apply different kinds of learning in
new situations
and able to
•relate to others and manage themselves
•pursue a healthy and active lifestyle
•be self aware
•develop and communicate their own beliefs
and view of the world
•live as independently as they can
•assess risk and take informed decisions
•achieve success in different areas of activity
To enable all young
people to become
responsible citizens
effective contributors
with
•respect for others
•commitment to participate responsibly in
political, economic, social and cultural life
with
•an enterprising attitude
•resilience
•self-reliance
and able to
•develop knowledge and understanding of
the world and Scotland’s place in it
•understand different beliefs and cultures
•make informed choices and decisions
•evaluate environmental, scientific and
technological issues
•develop informed, ethical views of complex
issues
and able to
•communicate in different ways and in
different settings
•work in partnership and in teams
•take the initiative and lead
•apply critical thinking in new contexts
•create and develop
•solve problems
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.
Inclusion
ASL/GIRGEC Interface
• Seek to enable all to become:
– successful learners,
– confident individuals,
– effective contributors, and
– responsible citizens.
Curriculum for Excellence -
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
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.
Working Group
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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
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
The Toolbox
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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
References/information
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Learning and Teaching Scotland Website
http://www.ltscotland.org.uk/
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Inclusive Education Website
http://www.ltscotland.org.uk/inclusiveeducation/
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Happy, safe and achieving their potential
www.scotland.gov.uk/library5/education/hsaps-00.asp
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Enquire - The Scottish Advice Service for Additional Support for Learning
http://www.enquire.org.uk
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Code of Practice
http://www.ltscotland.org.uk/inclusiveeducation/additionalsupportforlearning/
codeofpractice.asp
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Additional Support Needs Tribunals for Scotland
http://www.asntscotland.gov.uk/
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Disability Equality Duty
http://www.drc-gb.org/pdf/Schools_education_scotland_august_06.pdf
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Circular on presumption of mainstreaming
http://www.scotland.gov.uk/Publications/2002/05/14630/3866