Leadership

Improving Quality Of Life Of People On The Autism Spectrum And Their Families Through Parent Education

This report by the University of Northampton’s Centre for Education and Research for the ESIPP project (Equity and Social Inclusion through Positive Parenting), shows that providing accurate information about autism to parents and teaching them to adapt their parenting using good autism practice, helps to improve outcomes for autistic people and their families. Leadership Briefing (142)

The ESIPP project strongly recommends European countries should ensure the development of effective parent trainings to foster a “positive approach to autism” and respond to the need for support of millions of families across Europe.

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      string(5845) "“Inclusion is not simply about physical proximity. It is about intentionally planning for the success of all students (1).”A child on the autism spectrum is three times more likely to be excluded from school than a child who has no special educational needs (2). In the space of seven years, the number of autistic children excluded from school more than doubled (3). This is why last year’s landmark review of school exclusions by former children’s minister Edward Timpson, was so welcome.The review looked at why the number of exclusions is rising, and crucially why some groups of children – including autistic children – are at particular risk of being excluded, and what needs to change (4).The Timpson report recognised that taking the decision to exclude is not an easy one for head teachers. On the one hand, they need to make sure that schools are calm, safe places for everyone. But on the other, they have to consider the damaging effects that exclusion can have on a child, affecting not just their educational outcomes but also their mental health and future life chances.Timpson and others have focused, understandably, on strategies to reduce exclusion. But we can do better, by actively making sure we include every child, in every classroom and every school.What is autism?Autism is a lifelong disability which affects how people communicate and interact with the world.If you’re autistic, you tend to find communication difficult and can feel intense anxiety in social situations or when you’re not given enough time to process questions and instructions in class. Many autistic children are also over or under sensitive to sound, smells, light, taste and touch. This can make going to school incredibly difficult.Autism is a spectrum. This means autistic children will have their own strengths and face varying challenges. The difficulties they face may not always be immediately apparent, which is why autism is often described as a ‘hidden’ disability. Because of this, children do not always get the help and support they need until a crisis occurs.Around 1 in 100 children are on the autism spectrum. While some of these children need a specialist setting, more than 70% of autistic children attend mainstream schools (5). A full range of educational provision should be commissioned in every area, with local authorities working in partnership to make sure that specialist provision is available for children and young people who need it. But far too many autistic children and young people don’t get the support they need; far too many miss out on an education, struggle to find work and become extremely isolated.What is inclusion?At the National Autistic Society we think of inclusion as being about the quality of a child’s experience – how a child develops their skills, participates in the life of the school, and learns and plays with children from a range of backgrounds (6).One of the principles set out at the start of the SEND Code of Practice, underpinning all that follows, is “a focus on inclusive practice and removing barriers to learning” (7). The Children and Families Act 2014 secures a general presumption in law of mainstream education, and the Equality Act 2010 provides disabled children with protection from discrimination.All mainstream schools should expect to teach children on the autism spectrum, and should have the understanding, resources, training and specialist support to meet children’s needs. Without this, the principle of inclusion is undermined.Principles of inclusionThe main principle is that the child’s needs come first. This should be the starting point for identifying what type of school they should attend, as well as the kind of support they need in that setting.It is important to recognise that every person on the autism spectrum is different, and strategies and support that work for one child may not work so well for another. Some children may have accompanying learning disabilities, or other conditions such as ADHD. Students who have a demand avoidant profile will need differing education interventions and approaches.However, there are broad principles that all schools and local authorities should consider when creating inclusive environments:Targeting funding to support individual children and their particular needsIdentifying a child’s additional needs as early as possible, and following this up with early intervention to support themProviding training for teachers and support staff to enable them to understand how autism can affect children and what types of approach can help a child succeed at schoolRecognising the role of specialist schools in supporting inclusion, and harnessing their expertise to benefit children in mainstream settingsWorking in partnership with parents and autism professionals (8).Challenges for autistic children in mainstream schoolsChildren on the autism spectrum face a range of challenges in mainstream schools. These may be particularly acute when a young person moves into secondary school.Addressing these challenges is key to helping children feel included in the school and enabling them to make progress with their education.Autistic children often rely heavily on structure and routine to help them understand and manage the world around them, which can often seem chaotic and unpredictable. This means that unstructured times, such as lunch and break times, can be very difficult. Changes, such as new seating plans or classroom changes, can cause high levels of anxiety – particularly if the student is already"
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Autism

Preventing Exclusions For Children On The Autism Spectrum

10 Aug 2020

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      string(346) "... in four parents said their child had been ‘informally’ excluded at least once in the previous year.3 Another survey by the charity Ambitious about Autism suggested that this figure could be as high as four in ten children and young people on the autism spectrum.4Being excluded from school ..."
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      string(5888) "‘Schools must be places that are welcoming and respectful, where every child has the chance to succeed… They should understand how their policies impact differently on pupils depending on their protected characteristics, such as disability or race, and should give particular consideration to the fair treatment of pupils from groups who are vulnerable to exclusion.’Those are the words of a detailed review of school exclusion this year commissioned by the Government.1 The reality is that children and young people on the autism spectrum are three times more likely to be excluded from school than pupils who have no special educational needs. Last year, nearly 5,000 autistic children in England were given at least one fixed-period exclusion.2 And the situation is even worse than it first appears. These figures relate to ‘official’ exclusions, where procedures are followed and paperwork is completed. They do not reflect the unacceptable situation of so-called ‘informal’ – that is, unlawful – exclusions, for example when children are sent home early or asked to stay away on a particular day, without any formal notification that they are being excluded. We frequently hear from parents that these have happened and the practice results in children losing out on their education, and parents losing the right to make representations to school governors. Statutory guidance is clear that this type of exclusion is unlawful, even if parents or carers agree to it.While official data on ‘informal’ exclusions is not collected, a survey of more than 2,500 parents carried out in 2017 by the All Party Parliamentary Group on Autism alongside our charity, found that one in four parents said their child had been ‘informally’ excluded at least once in the previous year.3 Another survey by the charity Ambitious about Autism suggested that this figure could be as high as four in ten children and young people on the autism spectrum.4Being excluded from school has long-term consequences not only for children’s educational outcomes but also for their mental health and self-esteem. Often, we hear that a child or young person is left feeling like a ‘misfit’ at school, believing that they are not welcome and there is no place for them.5 We hear heart-breaking stories every day of children who spend months, even years, out of education and who lose all faith in the system and themselves.It can also be devastating for families when their child is excluded from school. Parents tell us they feel isolated and may blame themselves, when in fact their child’s behaviour may be a consequence of a lack of understanding and support at school.If the root causes of an autistic pupil’s behaviour are not identified and addressed, a damaging cycle of challenging behaviour followed by exclusion may begin – repeating itself either until the child’s needs are met, they are moved to another school or they are permanently excluded.Why are so many autistic children being systematically excluded from school? Government figures show that head teachers most commonly exclude children due to ‘persistent disruptive behaviour’ (22% of fixed term exclusions), ‘physical assault against an adult’ (21%) and ‘physical assault against a pupil’ (17%).6 Disruptive behaviour is often an indication that an autistic child’s need for special provision at school is not being met. Too many children are being let down at school, and are not receiving the education they need to succeed. Too often, schools don’t have a good enough understanding of autism and how it can affect children, or of the duty that the Equality Act 2010 places on them to make reasonable adjustments for these children. Excluding a pupil for exhibiting disability-related behaviour can amount to discrimination arising from disability, unless it can be justified.7Sybil Elgar – autistic boy and teachersUnderstanding autismMore than one in 100 children are on the autism spectrum—around 120,000 school children in England. More than 70 per cent of these children attend mainstream schools. Every teacher is almost certain to have at least one autistic child in their class in their career. The framework of what should be covered by initial teacher training states clearly that all new teachers should learn about autism before they attain qualified teacher status.8 It is vital that all teachers to understand, right from the outset, how autism can affect children and how school life can affect the behaviour of these children and young people.While autism affects individuals in different ways, most autistic children and young people are likely to have difficulties with communication, understanding how other people behave and feel, and sensory processing. They may also process information differently, leading to difficulties with understanding concepts, absorbing new information, managing transitions, dealing with unexpected changes and predicting next steps. All of these things are highly relevant in the school environment.A child’s behaviour is often a direct consequence of their autism, and this is the context in which it should be understood and managed. Autism specialists advise that the type of behaviour that often leads to exclusion is typically associated with anxiety, which is a very prominent feature of autism for many children and young people. Things like transitions between lessons, unstructured times of day such as break-times, lack of personal space, and unexpected changes to the timetable can all increase a child’s"
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Special Needs

Preventing Exclusions for Students on the Autism Spectrum

20 Nov 2019

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      string(5402) "autism.http://www.aet-idp.org.uk/Vol 5.2 n www.teachingtimes.comIn-depth – Safeguarding: autismEvery Child Journal50Useful websites and resourcesn Autism Education Trust (www.autismeducationtrust.org.uk)n The National Autistic Society (www.autism.org.uk)n Ambitious about Autism (www.ambitiousaboutautism.org.uk)n Safety Net (arcuk.org.uk/safetynet)n Bild’s easy read information about autism, keeping safe, advocacy and more (www.bild.org.uk/easy-read/easy-read-information)n Non-statutory government guidance, What to do if you’re worried a child is being abused – Summary.n Friend or fake? An easy read guidance booklet about hate crime and mate crimen NAS safeguarding policy. This sample policy shows how NAS schools currently deal with safeguarding issues. It could be a useful model for others to adapt.References1. Tidbury, W. (2014). Safeguarding children with autism. National Autistic Society. [online] Available at: <www.autism.org.uk/safeguarding> [Accessed18/02/2015].2. Department for Education (2014). Keeping children safe in education: Statutory guidance for schools and colleges. [online] Available at: <www.gov.uk/government/uploads/system/uploads/attachment_data/file/372753/Keeping_children_safe_in_education.pdf> [Accessed 18/02/2015].3. Association for Real Change (ARC) (2012). Friend or fake? An easy read guidance booklet about hate crime and mate crime. [online] Available at:<arcuk.org.uk/safetynet/files/2012/08/Friend-or-Fake-Booklet.pdf> [Accessed 18/02/2015].4. National Institute for Health and Care Excellence (NICE) (2013). Autism: The management and support of children and young people on the autismspectrum. [online] Available at: <www.nice.org.uk/guidance/cg170> [Accessed 18/02/2015].5. Tidbury, W. (2014). Op cit.Staff working directly with autistic children need a higher level of training to beeffective and facilitate communication, because understanding and good communicationbetween children and staff is essential to safeguarding. The Autism Education Trust isone of the best sources for specialist training, but there are other good-quality shortprogrammes, and staff can also seek postgraduate degrees at some UK universities.If there is a concern about abuse, it is almost always a good idea to speak to thechild on their own as well as speaking to staff and parents. Many children will have acommunication passport on file that provides information on how best to communicatewith them and other issues, such as sensory-perceptual difficulties, that can help youchoose the right way and place to communicate.Always give autistic children enough time to think things through and respond,and use communication methods that work well for them. Even children on theautism spectrum who are usually verbal may need to use writing or visual methods tocommunicate if they are stressed or afraid. Tidbury includes a very useful section oncommunication tools5.Communication with parents and carers before problems arise is important, and isabout more than parent-teacher conferences and home-school notebooks. They need tofeel accepted and valued in order to work openly and productively with staff.When there are concerns, handle contact with families sensitively, especially if a parentalso has learning difficulties or an autism spectrum condition. Ensure that meetings arewell organised, with a set agenda and with clear notes taken. As long as they do not feelthat you have pre-judged them, most parents will welcome your support in improvinghow they handle a difficult role.Also, be aware of risks in the community that children with autism face, and buildprotective education into the school curriculum. Good-quality, matter-of-fact sexeducation is a must, for instance, as is discussion of bullying, disability hate crime and ‘matecrime’. Ensuring that children on the autism spectrum have the information they need torecognise risky situations or abuse and the tools to communicate when they need helpwill assist them to stay safe now and in the future.Dr Mitzi Waltz is an autism trainer and consultant, expert witness, writer andresearcher. For more information, visit her website: www.mitziwaltz.com.http://www.autismeducationtrust.org.ukhttp://www.autism.org.ukhttp://www.ambitiousaboutautism.org.ukhttp://arcuk.org.uk/safetynethttp://www.bild.org.uk/easy-read/easy-read-informationhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/281231/DFES-04319-2006-ChildAbuse_Summary.pdfhttp://arcuk.org.uk/safetynet/files/2012/08/Friend-or-Fake-Booklet.pdfhttp://www.autism.org.uk/~/media/nas/nasschools/school policies/safeguarding children child protection policy so0189.ashxhttp://www.autism.org.uk/safeguardinghttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/372753/Keeping_children_safe_in_education.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/372753/Keeping_children_safe_in_education.pdfhttp://arcuk.org.uk/safetynet/files/2012/08/Friend-or-Fake-Booklet.pdfhttp://www.nice.org.uk/guidance/cg170http://www.aettraininghubs.org.uk/http://www.mitziwaltz.com"
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Special Needs

Safeguarding children with autism

23 Jul 2015

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      string(5814) "the internet.It shows that one in five youngpeople that the charity workswith have no access to theinternet, and also sets out thesignificant disadvantages thatexist for those young peoplewho are unable to get online. Inorder to ensure that all youngpeople benefit from the internet,the report makes a series ofrecommendations to help bridgethe ‘digital divide’ betweenthose who can access theinternet and those who cannot.There is a common assumptionthat young people simply do not sufferfrom this divide, that they are the‘digital natives’.However, while research suggeststhat the majority of  young people areonline, there are a number of  youngpeople who have either limited or noaccess to the internet. These youngpeople are increasingly invisibleto policy makers and those whoseresponsibility it is to bring everyoneonline.The Department for Communitiesand Local Government (DCLG)has identified social and financialbenefits of  going online for vulnerablegroups which include enhanced selfsufficiency, better access to publicservices and improved education,attainment and life/work chances.Those who cannot access the internetwill miss out on opportunities in areasof  public life like financial inclusion,where some banking services areonly available online and goods andservices can only be purchased online;health information, where one-stop http://www.teachingtimes.comThis month’s FeaturesPromoting the well-being of looked-afterchildrenAs part of  a drive to addressthe complex issue of  providingcare and develop comprehensiveguidance, the Departmentof  Health asked the NationalInstitute for Health and ClinicalExcellence (NICE) and the SocialCare Institute for Excellence(SCIE) to develop joint guidanceon the physical and emotionalhealth and wellbeing for looked-after children.The NICE/SCIE workcomplements a wide range of  existingpolicies and guidance, including ‘Careplanning, placement and review’, and‘Statutory Guidance on Promoting thehealth and wellbeing of  looked-afterchildren’, issued by the Department ofHealth and Department for Education(formerly Department for Children,Schools and Families).The NICE/SCIE draftguidance makes a series of  keyrecommendations at national andlocal level for all those who areinvolved in the care of  looked afterchildren and young people. ThisNICE and SCIE have issued new draft guidanceto improve the social and emotional well-being ofchildren in care.  Tim Linehan reports on how it willwork.http://www.teachingtimes.comThis month’s Featuresguidance includes recommendationsfor educators and other agencies whoplay a crucial role in providing highquality care for looked after children.In February 2010 NICE and SCIEissued the draft guidance documentfor public consultation.An eight-week consultationperiod with stakeholders hasrecently been completed. At thesame time consultations withpractitioners, commissioners, andothers with responsibility for caringfor looked after children and youngpeople has been conducted. Inaddition children and young peoplethemselves have been asked for theirviews and comments. NICE andSCIE will now review the reports ofthese consultations and amend theguidance If  appropriate.This guidance aims tocomplement existing guidance bythe (then) Department of  Healthand Department for Children,Schools and Families. When thisguidance is published in Octoberit is expected to contribute toreducing existing inequalities forchildren and young people in care;improving their immediate qualityof  life and helping them achievegood emotional and physical healthoutcomes as they develop intoadulthood.Aims and definitionsThe guidance aims to supportchildren and young people to achievea good quality of  life and help abroader range of  professionals meettheir individual needs. It focusesin particular on improving thequality of  care and education forlooked-after children. It also makesrecommendations on improvingsupport and training for fosterand residential carers, broadeningresources to improve care for blackand ethnic minority children andpromoting better support for careleavers by improving services thatsupport the leaving care process.The status of  the NICE/SCIEguidance is advisory. This means localauthorities and NHS professionalsare expected to follow the evidence-based guidance when it is publishedin October this year, as best practice.But unlike guidance published by theDepartment for Education (formerlyDepartment for Children, Schools andFamilies) or Department of  Health, itis not statutory.In using the term “looked-after”in the guidance document, NICE andSCIE refer specifically to children andyoung people who are looked afterby the State where the Children Act1989 applies, including those subjectto a care order or those children whoare temporarily classed as looked afteron a planned basis for short breaks orrespite care. The ‘corporate parent’referred to in the guidance is the localauthority which has a key role inpromoting the physical and emotionalhealth and wellbeing of  children whoare looked-after by the care system.Profile of children in careOver 60,000 children and youngpeople are currently in care inEngland. Local  authorities areresponsible for making sure theyreceive the right support to enjoya good quality of  life, achieve theiraspirations and become well-roundedadults. Good emotional and physicalhealth in childhood are key buildingblocks for positive outcomes in laterlife, and many children in care havefaced intense hardship in their earlylives. So the current care system facesa particular set of  complex challengesto"
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Special Needs

Every Child Update Issue 10

4 Nov 2010