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

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We will also review cross-Civil Service learning and development to ensure that neurodiversity is an integral part of courses, to enable managers to recruit and support neurodivergent employees. Furthermore, the Ministry of Justice ( MoJ) continues to work towards the Autism Friendly Award at the MoJ headquarters, to improve accessibility and support for autistic visitors and staff. The MoJ will share learning with other government departments. Making transport and communities more autism-inclusive

We will take action to support children with SEND, including autistic children and young people in schools, as we move out of COVID-19 restrictions over the academic year 2021 to 2022. So far, we have published a range of guidance to support remote education, including specific support for children and young people with SEND. We recognise that some autistic children and young people have benefitted from access to remote learning which can be personalised and accessed flexibly and we will continue to personalise support for individuals as we move into recovery. We have also provided a hub of guidance and resources for families, teachers and other professionals aimed at supporting autistic children and young people during COVID-19. Our commitments in the first year We will work in collaboration across government, with autistic people and their families, the NHS, local government, and the voluntary sector, to implement the strategy, starting with the actions in our implementation plan for 2021 to 2022. The Education (Scotland) Act 2016 contains provisions on Gaelic Education. These include placing a duty on education authorities to promote and support Gaelic Medium Education (GME) and Gaelic Learner Education (GLE). The Education (Scotland) Act 2016 establishes a process by which parents can request Gaelic Medium Primary Education (GMPE) from their education authority. We want schools to become more inclusive to those with protected characteristics, including autistic children and young people, which is why we will launch a new anti-bullying programme. This will be important in making schools more welcoming and understanding, improving autistic children’s experiences of education as well as their ability to succeed. We expect this new programme to begin in September 2021. In recognition of the role that mental health can play in determining children and young people’s experiences in schools, we are also putting in place new Mental Health Support Teams and training for Designated Senior Mental Health Leads within schools, which will also benefit autistic pupils who are more likely to experience poor mental health. We are aiming to start rolling this training out in the next academic year 2021 to 2022.

We are taking a number of steps to improve the accessibility of transport for autistic people as we move out of the COVID-19 pandemic. In July 2018, we published the Inclusive Transport Strategy, as part of our ambition to ensure equal access for disabled people, including autistic people, using the transport system by 2030. As part of this, in December 2020, we launched our disability equality training for transport operators, which is vital in enabling them to understand the types of adjustments people might need. continue to recognise the specific needs of autistic people during the COVID-19 pandemic, and take appropriate action to mitigate a disproportionate impact on autistic people

In 2019, we committed to a review of the existing autism strategy, Think Autism. to ensure it is still fit for purpose. We launched a public call for evidence on 14 March 2019, involving autistic people, their families and carers, professionals and voluntary organisations. This call for evidence, published alongside this strategy, received 2,700 responses and has shaped our understanding of the issues autistic people and their families face across their lives. This, as well as the findings from the APPGA inquiry into the Autism Act, has shaped the focus and actions we are taking in this strategy. This strategy aligns with wider government work underway, for example the National Disability Strategy, which will also impact on autistic people and their families. We will ensure issues relevant to autistic people are considered as part of these programmes of work. Impact of the COVID-19 pandemic In the UK, statutory guidance for safeguarding and child protection in schools sets out considerations for keeping children with disabilities safe. Katz, Adrienne, El Asam, Aiman and Internet Matters (2019) Vulnerable children in a digital world (PDF). London: Internet Matters.

Duties of local authorities

It tells you what you need to do to help protect your staff, customers and members of the public, making sure your business is adequately prepared for any eventuality. providing accessible education on topics such as keeping safe, sex and relationships and online safety Some children and young people who need significant additional support from school as well as other agencies will have a co-ordinated support plan (CSP). This should contain information about the additional support needed, who will provide the support and the educational objectives for the child.

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 By the end of the strategy, we will have improved the support autistic people can access to find and stay in work. This includes making sure that existing services and work programmes are more autism-inclusive and better able to help autistic people find the right employment opportunity for them. In addition, we will have improved welfare support for autistic people who are unable to work, so they can get the support they need to live well in their communities. Council for the Curriculum, Examinations and Assessment (CEA) (2015a) Relationships and sexuality education guidance: an update for post-primary schools (PDF). Belfast: Council for the Curriculum, Examinations and Assessment (CEA). Council for the Curriculum, Examinations and Assessment (CEA) (2015b) Relationships and sexuality education guidance: an update for primary schools (PDF). Belfast: Council for the Curriculum, Examinations and Assessment (CEA).Listen to our podcast episode on intersectionality in social work practice Learning for practitioners: understanding the child This Code states that all mainstream schools should have a special educational needs co-ordinator (SENCO). Their responsibilities include: The ALN system creates a number of new statutory roles which should be implemented before the rest of the system is put in place. These roles include the additional learning needs co-ordinator (ALNCo), the designated education clinical lead officer (DECLO) and the early years additional learning needs officer (ALNO). Welsh Assembly Government (2010) Sex and relationships education in schools: guidance (PDF). Cardiff: Welsh Assembly Government. Schools and education authorities must not treat disabled pupils less favourably. They must take reasonable steps to avoid putting pupils at a disadvantage. Since September 2012, schools (including independent schools) must make reasonable adjustments. Education (Scotland) Act 2016

It’s important to encourage conversations about the benefits and dangers of the internet and create an open environment for children and young people to ask questions. Empowering children This research, as well as autism charities’ Left Stranded report, have informed our focus for this new strategy, and particularly the actions we are taking in the first year. For example, the pandemic highlighted gaps in data relating to autistic people and reinforced the need to improve collection and reporting across health and social care, as well as other areas. That is why we are committing to develop a cross-government action plan on improving data in the first year of the strategy. Approach to this strategy The Welsh Government passed the Additional Learning Needs and Education Tribunal (Wales) Act in 2018. Under this Act, a child has additional learning needs if they have a learning difficulty or disability which calls for additional learning provision. Scottish Government (2014) Conduct of relationships, sexual health and parenthood education in schools (PDF). Edinburgh: Scottish Government.Department for Education (DfE) (2021) Keeping children safe in education: statutory guidance for schools and colleges. [Accessed 19/05/2022]. Autism is a lifelong developmental disability that affects how people perceive, communicate and interact with others, although it is important to recognise that there are differing opinions on this and not all autistic people see themselves as disabled. With an estimated 700,000 autistic adults and children in the UK – approximately 1% of the population – most people probably know someone who is autistic. In addition, there are an estimated 3 million family members and carers of autistic people in the UK ( National Autistic Society). All schools in the UK should have a safeguarding and child protection policy and procedures which set out how they will keep children safe. continue to trial and develop the Oliver McGowan Mandatory Training on learning disability and autism for all health and adult social care staff Schools need to be aware of the additional vulnerabilities of some children, including children with special educational needs and disabilities (SEND), and your policies and procedures should ensure that all children get the support they need.