0 and LR972 e 3

The Autism Toolbox Part 3
Section 5:
Overview of Interventions
Section 6:
Resources
Section 7:
Building on the Policy and Legislative Context
Local Authority Guidance Towards Strategic Planning Approaches
for Future Service Provision
Section 7:
Annexes
Section 8:
Directory – Finding Information and Advice
Section 9:
Set 1 – Practice Grids
The Autism
Toolbox
Exemplars
Section 9: (as referred to in part 2
Set 2 – Posters of the Autism Toolbox)
Section 5
Overview of
Interventions
This section is under review.
The Autism Toolbox CD-ROM Part 3 Page 11

Section 6
Resources
This section includes 100 resources – many of which are referenced by number in
sections of the main document. The grid of resources presented uses eye catching
cover images of each resource wherever permissions have been given by publishers.
The 74 illustrated resources are organised into 3 main sections to correspond with the 3
sections of Part 2 - The Toolbox – Autism in Practice. These are:
Section 1 – Knowing about Autism;
Section 2 – Guidance and Support for Pre-Schools, Primary Schools and Secondary
Schools;
Section 3 – Support for Parents and Families.
Though ascribed to a particular section, each of the resources listed will have
a wider relevance, and so this sorting is offered as a starter to selecting
books and materials that will be useful in practice.
This list of helpful materials and websites provides readers with a

guide to appropriate and accessible help.
Resource Contents Where to find it
Section 1
1 Assessment is for www.ltscotland.org.uk/as
Learning sess/
Scottish Qualifications
Authority, Learning and
Teaching Scotland and
Smarter Scotland
Scottish Executive. 2005 Accessed February 2009

2 Curriculum for Excellence www.scotland.gov.uk/Pu
–Building the Curriculum 3 blications/2008/06/06104
407/0
The Scottish Government.

2008 Accessed February 2009
3 Assessment, diagnosis www.sign.ac.uk
and clinical interventions
for children and young
people with autism
spectrum disorders. A
national clinical guideline
Scottish Intercollegiate
Guidelines Network (SIGN).
4 Commissioning Services www.scotland.gov.uk/Pu
for People on the Autism blications/2008/03/27085
Spectrum: Policy and 247/0
Practice Guidance

5 Getting it right for every www.scotland.gov.uk/Re
child source/Doc/131460/0031
397.pdf
Implementation Plan

6 How Good is Our School. www.hmie.gov.uk/generi
c/journeytoexcellence
Presents a set of
indicators for school self-
evaluation, organised
within a quality framework
which is the same as the
framework used by early
years settings, education
authorities and children’s
services
HM Inspectorate of
Education. 2006 Accessed February 2009
7 Supporting Children’s www.scotland.gov.uk/Re
Learning: Code of Practice source/Doc/57346/00167
54.pdf

8 The Child at the Centre www.hmie.gov.uk/generi
Presents a set of quality c/journeytoexcellence
indicators for self-
evaluation in early years
settings which is the same
as the framework used by
schools, education
authorities and children’s
services
HM Inspectorate of
Section 2
9 Access and Inclusion for Jessica Kingsley
Children with Autistic Publishers
Spectrum Disorders ‘Let www.jkp.com/catalogue/
Me In’ book.php/isbn/97818530
29868
Hesmondhalgh, M. and
Breakey, C. 2001 Accessed February 2009
10 Allied Health www.scotland.gov.uk/Pu
Professionals (AHP) Child blications/2005/09/06111
Health Services 820/18209

11 Approaches to Autism www.nas.org.uk/nas/jsp/
polopoly.jsp?d=459&a=5
579
The National Autistic

Society. 2007 Accessed February 2009
12 Index for Inclusion: www.csie.org.uk/publicat
Developing learning and ions/recent.shtml#school
participation in schools s-index
Booth, T. and Ainscow, M.

(Revised 2002) Accessed February 2009
13 Supporting the Whole Life www.autism-in-
Journey scotland.org.uk/do/index.
php
The Scottish Society for

Autism. 2008 Accessed February 2009
14 The Development of a www.nas.org.uk/nas/jsp/
National Training polopoly.jsp?a=5259&d=
Framework for Autistic 368
Spectrum Disorders
MacKay, T. and Dunlop,

A.W. The National Autistic
Society. 2004 Accessed February 2009
15 Asperger Syndrome and Autism Asperger
Sensory Issues Publishing Company
www.asperger.net/books
tore_9907a.htm
Smith Myles, B., Cook, K.T.

et al. 2000 Accessed February 2009
16 Asperger Syndrome: A Routledge
Practical Guide for http://www.routledgeteac
Teachers hers.com/books/teachers
/Autistic-Spectrum-
Disorders
Cumine, V., Leach, J. and

G. Stevenson, G. 2007 Accessed February 2009
17 Asperger’s Syndrome DVD Jessica Kingsley
Publishers
http://www.jkp.com/catal
ogue/book.php/isbn/978
1885477965
Attwood, T. 2003 Accessed February 2009

18 Autism and Play Jessica Kingsley
Publishers
www.jkp.com/catalogue/
book.php/isbn/97818530
28458
Beyer, J. and Gammeltoft, L.

19 Autism in the Early Years David Fulton Publishers
www.routledgeteachers.
com/books/teachers/Auti
stic-Spectrum-Disorders
Cumine, V., Leach, J. and

Stevenson, G. 2000 Accessed February 2009
20 Autism with Severe Souvenir Press
Learning Difficulties 43 Great Russell Street
London
Tel: 020 7580 9307
Fax: 020 75805064
Jordan, R. 2001
21 Autistic Spectrum David Fulton Publishers
Disorders: An Introductory www.routledgeteachers.
Handbook for com/
Practitioners
Jordan, R. 1999 Accessed February 2009

22 Autistic Spectrum Qed Publications
Disorders in the Early www.qed.uk.com/early_
Years: A Guide for years.htm#Autistic
Practitioners and Parents
Jordan, R. 2002 Accessed February 2009

23 Children, Youth and Jessica Kingsley
Adults with Asperger Publishers
Syndrome: Integrating www.jkp.com/catalogue/
Multiple Perspectives book.php/isbn/97818431
03196
Stoddart, K.P. 2004 Accessed February 2009

24 Counselling People on the Jessica Kingsley
Autism Spectrum. A Publishers
Practical Manual www.jkp.com/catalogue/
05527
Paxton, K. and Estay, I.A.

25 "The CAT-kit (The Children’s Publishing
Cognitive Affective www.childrenspublishing
Training Kit)". .com/xcart/catalog/The_
Designed to help children CATKit_The_Cognitive_
and young people to Affective_Training_Kit_F
become more aware of H135-p-212.html
their thoughts, feelings
and actions
Atwood, T., Callesen, K. and

Neilsen, A.M. 2007. Accessed February 2009
26 Developing social National Autistic Society
interaction and www.nas.org.uk/content/
understanding: a resource 1/c6/01/07/59/SIP%20Pr
for working with children oject%20Report.pdf
and young people with
autism
Dunlop, A.W., Knott, F. and

MacKay, T. 2002 Accessed February 2009
27 Different Like Me: My Jessica Kingsley
Book of Autism Heroes Publishers
08153
Elder, J. 2005 Accessed February 2009

28 Giggle Time: Establishing Jessica Kingsley
the Social Connection Publishers
07163
Sonders, S.A. 2002 Accessed February 2009

29 Helping Children to Build Jessica Kingsley
Self –Esteem: A Publishers
Photocopiable Activities www.jkp.com/catalogue/
Book (2nd Edition) book.php/isbn/97818431
04889
Plummer, D.M. 2007 Accessed February 2009

30 How good is our school?: www.hmie.gov.uk/docum
Partnership with parents ents/publication/hgiospw
p.pdf
HM Inspectorate of
31 How to Live with Autism Jessica Kingsley
and Asperger Syndrome Publishers
01840
Williams, C. and Wright, B.

32 Intensive Interaction DVD Intensive Interaction
Institute
sarahinteract@hotmail.c
om
www.intensiveinteraction
.co.uk/info/dvd.php
Hewett, D. 2006 Accessed February 2009

33 Inside Out: What Makes Jessica Kingsley
the Person with Social- Publishers
Cognitive Deficits Tick? http://www.countrybooks
hop.co.uk/books/?whatfo
r=9781843100959
Winner, M.G. 2002 Accessed February 2009

34 Make Schools Make Sense The National Autistic
Society
http://www.autism.org.uk
/msms
Batten, A. and Daly, J. 2006 Accessed February 2009

35 Making it a Success: Jessica Kingsley
Practical Strategies and Publishers
Worksheets for Teaching www.jkp.com/catalogue/
Students with Autism book.php/isbn/97818431
Spectrum Disorder 02045
Larkey, S. 2005 Accessed February 2009

36 Martian in the Playground: Lucky Duck Books
Understanding the http://www.uk.sagepub.c
Schoolchild with om/booksProdDesc.nav?
Asperger’s Syndrome prodId=Book227836&
Sainsbury, C. 2000 Accessed February 2009

37 My Social Stories Book Jessica Kingsley
Publishers
29509
Gray, C. and White, A.L.

38 Network News Scottish Autism Service
Network website:
The Scottish Autism www.scottishautismservi
Service Network quarterly cenetwork.org
newsletter
SASN. 2008 Accessed February 2009

39 Psychoeducational Profile Western Psychological
–Third Edition Services
http://portal.wpspublish.c
om/portal/page?_pageid
=53,70083&_dad=portal
&_schema=PORTAL
Schopler, E., Lansing, M.D.,

Reichler, R.J. and Marcus,
L.M. 2005 Accessed February 2009
40 Practical Solutions to Autism Asperger
Everyday Challenges for Publishing Company
Children with Asperger www.asperger.net/books
Syndrome tore_9917.htm
Myles, H. 2002 Accessed February 2009

41 Replays: Using Play to Jessica Kingsley
Enhance Emotional and Publishers
Behaviour Development http://www.jkp.com/catal
for Children with Autism ogue/book.php/isbn/978
Spectrum Disorders 1843108320
Levine, K. and Chedd, N.

42 Self-Esteem Games for Jessica Kingsley
Children Publishers
08320
Plummer, D.M. 2006 Accessed February 2009

43 Sensory Perceptual Issues Jessica Kingsley
in Autism and Asperger Publishers
Syndrome: Different www.jkp.com/catalogue/
Sensory Experiences - book.php/isbn/97818431
Different Perceptual 01666
Worlds
Bogdashina, O. 2003 Accessed February 2009

44 Specialist Support Jessica Kingsley
Approaches to Autism Publishers
Spectrum Disorder www.jkp.com/catalogue/
Students in Mainstream book.php/isbn/97818431
Settings 02908
Hewitt, S. 2004 Accessed February 2009

45 Social Skills Groups for Jessica Kingsley
Children and Adolescents Publishers
with Asperger's www.jkp.com/catalogue/
Syndrome: A Step-by-Step book.php/isbn/97818431
Program 08214
Kiker Painter, K. 2006 Accessed February 2009

46 The Autistic Spectrum: A Constable and Robinson
Guide for Parents and http://www.constablerobi
Professionals nson.com/?section=book
s&book=the_autistic_spe
ctrum_9781841196749_
paperback
Wing, L. 2002 Accessed February 2009

47 The Autism Spectrum The Public Health
Disorders Needs Institute of Scotland
Assessment Report http://www.scottishautis
mnetwork.org.uk/phisrep
ort1.pdf

48 Asperger’s Syndrome and Jessica Kingsley
Sexuality: From Publishers
Adolescence Through http://www.jkp.com/catal
Adulthood ogue/book.php/contents/
9781843101895
Henault, I. 2006 Accessed February 2009

49 The Autistic Spectrum Department for Children,
Disorder Transitions Schools and Families
Toolkit (Att) (DfES)
http://www.autismtoolkit.
The aim of the Att project com/
was to produce a
strategically planned
Merseyside pathway to
enable staff to assist
pupils with ASD to
transition from primary to
secondary school by
using the Att Accessed February 2009
50 The Complete Guide to Jessica Kingsley
Asperger’s Syndrome Publishers
1843104957
Attwood, T. 2007 Accessed February 2009

51 The Social Play Record: A Jessica Kingsley
Toolkit for Assessing and Publishers
Developing Social Play http://www.jkp.com/catal
from Infancy to ogue/book.php/isbn/978
Adolescence 1843104001
White, C. 2006 Accessed February 2009

52 TTAP TEACCH Transition Division TEACCH
Assessment Profile www.teacch.com/materia
Second Edition ls.html
Mesibov,G., Thomas, G.B.,

Chapman, S.M. and
Schopler,E. 2007 Accessed February 2009
53 Understanding and Jessica Kingsley
Working with the Publishers
Spectrum of Autism: An http://www.jkp.com/catal
Insider’s View ogue/book.php/isbn/978
1853029714
Lawson, W. 2001 Accessed February 2009

54 Good Autism Practice British Institute of
Journal Learning Disabilities
www.bildservices.org.uk/
acatalog/Journals_from_
BILD.html
Editors: Jones, G. and

Morgan, H.
Published twice yearly Accessed February 2009

Section 3
55 Additional Support Needs www.asntscotland.gov.u
Tribunals for Scotland: A k/asnts/181.25.141.html
Guide for Parents
Additional Support Needs ASNTS operates a
Tribunals. 2005 helpline on 0845 120
2906.
Please note that this
guidance is being revised
and a new version is
forthcoming
Accessed February 2009
56 Asperger Syndrome in Jessica Kingsley
Adolescence: Living with Publishers
the Ups, the Downs and http://www.jkp.com/catal
the Things in Between ogue/book.php/isbn/978
1843107422
Willey, L.H. 2003 Accessed February 2009

57 Autism Spectrum SIGN
Disorders: Booklet for http://www.sign.ac.uk/pdf
parents and carers /pat98parents.pdf
58 Autism Spectrum SIGN
Disorders: Booklet for http://www.sign.ac.uk/pdf
young people /pat98young.pdf
59 Brotherly Feelings. Me, my Jessica Kingsley
emotions, and My Brother Publishers
with Asperger’s Syndrome http://www.jkp.com/catal
1843108504
Frender, S. and Schiffmiller,

R. 2007 Accessed February 2009
60 Can I tell you about Jessica Kingsley
Asperger Syndrome? A Publishers
Guide for Friends and http://www.jkp.com/catal
Family ogue/book.php/isbn/978
1843102069
Welton, J. 2003 Accessed February 2009

61 Caring for a Child with Jessica Kingsley
Autism: A Practical Guide Publishers
for Parents http://www.jkp.com/catal
1853029967
Ives, M. and Munro, N.

62 Children with Autism: A Woodbine House
Parents’ Guide Publishers/Gazelle
Books
http://www.gazellebooks
ervices.co.uk/ISBN/1890
627046.htm
Powers, M. 2000 Accessed February 2009

63 Enquire: Making www.enquire.org.uk/pcp/
Partnerships Work. events.php
Effective Practice to
Support Children’s
Learning
Annual Conference Report.

64 Freaks, Geeks & Asperger Jessica Kingsley
Syndrome: A User Guide Publishers
to Adolescence http://www.jkp.com/catal
ogue/book.php?isbn=1-
84310-098-3
Jackson, L. 2002 Accessed February 2009

65 I Am Special: Introducing Jessica Kingsley
Children and Young Publishers
People to their Autistic http://www.jkp.com/catal
Spectrum Disorder ogue/book.php/isbn/978
1853029165
Vermeulen, P. 2001 Accessed February 2009

66 Information for Parents Scottish Autism Services
and Carers with a Child or Network.
Young Person Recently http://www.scottishautis
Diagnosed with an Autism mnetwork.org.uk/informa
Spectrum Disorder tion/info_for_parents_bo
oklet.pdf
Leask, A. 2006 Accessed February 2009

67 My Brother is Different: A National Autistic Society
Book for Young Children http://www.nas.org.uk/na
Who Have Brothers and s/jsp/polopoly.jsp?a=506
Sisters with Autism 2&d=431
Gorrod, L. 1997 Accessed February 2009

68 My Friend Sam: National Autistic Society
Introducing a Child with http://www.nas.org.uk/na
Autism to a Nursery s/jsp/polopoly.jsp?d=799
School &a=13451
Hannah, L. 2007 Accessed February 2009

69 My Sister is Different National Autistic Society
http://www.nas.org.uk/na
s/jsp/polopoly.jsp?a=102
38&d=431
Hunter, S.T. 2006

70 Next Steps: Working with The National Autistic
Parents, Working with Society
Professionals, Working www.autism.org.uk/nas/j
Together sp/polopoly.jsp?d=1031&
A reference guide for a=10532
anyone who has been
affected by a diagnosis of
autism
Gray, N. 2006 Accessed February 2009

71 Parents as Partners in Scottish Government
Their Children’s Learning http://www.scotland.gov.
Toolkit uk/Publications/2006/09/
07091311/0
Scottish Executive
Education Department. 2006 Accessed February 2009
72 Personal Hygiene? What’s Jessica Kingsley
that Got to do with Me? Publishers
ogue/book.php/isbn/1-
84310-796-1
Crissey, P. 2004 Accessed February 2009

73 Playing, Laughing and Jessica Kingsley
Learning with Children on Publishers
the Autism Spectrum: A http://www.jkp.com/catal
Practical Resource of Play ogue/book.php/isbn/978
Ideas for Parents and 1843100607
Carers
Moor, J. 2005 Accessed February 2009

74 The Parents Guide to Enquire: The Scottish
Additional Support from Advice Service for
Learning Additional Support for
Learning.
www.enquire.org.uk/pcp/
pub/pcpguides.php
Enquire. 2007 Accessed February 2009

Further useful publications and resources
Resource Where to find it

75 The Oasis Guide to Asperger New York: Crown Publishers
Syndrome: Advice, Support, Insight www.udel.edu/bkirby/asperger/
and Inspiration
Bashe, P. and Kirby, B.L. 2001 Accessed February 2009

76 Transition Toolkit Revised Edition. A British Institute of Learning Disabilities
framework for managing change and www.bild.org.uk/03books_autism.htm#06
successful transition planning for TransitionToolkit
children and young people with
autism spectrum conditions
Broderick, K. and Mason-Williams, T.

77 The Autism Inclusion Toolkit Sage Publications
http://www.paulchapmanpublishing.co.uk/
booksProdDesc.nav?prodId=Book231958

Bowen, M. and Plimley, L. 2008
78 Lifespan Development. Fifth Edition Allyn and Bacon: Pearson Education
http://www.pearsoned.co.uk/Bookshop/de
tail.asp?item=100000000274591
Boyd, D. and Bee, H. 2008 Accessed February 2009

79 Let’s Talk Emotions: Helping Children Autism Asperger Publishing Company
with Social Cognitive Deficits, www.asperger.net/bookstore_9934.htm
Including AS, HFA and NVLD, Learn
to Understand and Express Empathy
and Emotions
Cardon, T.A. 2004 Accessed February 2009

80 Partnership Matters- a Guide to Local Scottish Government
Authorities, NHS Boards and www.scotland.gov.uk/Publications/2007/0
Voluntary Organisations on 8/partnershipmatters
Supporting Students with Additional
Needs in College
Scottish Government. 2007 (web only) Accessed February 2009
81 My Special Brother Rory National Autistic Society
www.nas.org.uk/nas/jsp/polopoly.jsp?d=4
31&a=6210
Fairfoot, E and Mayne, J. 2004 Accessed February 2009

82 Sibshops: Workshops for Siblings of Brookes Publishing
Children with Special Needs http://www.brookespublishing.com/store/b
ooks/meyer-67830/index.htm
Meyer, D.J. and Vadasay, P.F. 2008 Accessed February 2009

83 Arnie and His School Tools: Simple Autism Asperger Publishing Company
Sensory Solutions That Build http://www.asperger.net/bookstore_9002.
Success htm
Veenendall, J. 2008 Accessed February 2009

Websites
Resource Where to find it

84 The National Autistic Society www.autism.org.uk
The UK wide charity for people affected
by autism and Asperger syndrome Accessed February 2009
85 The Scottish Society for Autism www.autism-in-scotland.org.uk
Independent Scottish charity working for
the rights and quality of life of people
with autism Accessed February 2009
86 The Scottish Autism Services www.scottishautismnetwork.org.uk
Network
A hub for direction to provision for
people affected by autism spectrum
disorders (ASD) and for sharing good
practice, information and resources with
local professionals, groups and services
across Scotland Accessed February 2009
87 Contact a Family www.cafamily.org.uk
A UK wide charity providing advice,
information and support to parents of
disabled children Accessed February 2009
88 Research Autism www.researchautism.net
Provides evidenced based information
on interventions in autism spectrum
disorders. Also provides a section on
how to assess information for scientific
validity Accessed February 2009
89 Learning and Teaching Scotland http://www.ltscotland.org.uk/index.asp
Provides advice, support, resources and
staff development to the education
community, creating a culture of
innovation, ambition and excellence
throughout Scottish education Accessed February 2009
90 Parentzone www.ltscotland.org.uk/parentzone
Parentzone of Learning and Teaching
Scotland, provides Scottish education
information for parents Accessed February 2009
91 Coordinated Support Plan Format www.scotland.gov.uk/Publications/2005/0
8/15105817/58319

92 Wendy Rinaldi www.wendyrinaldi.com
Information on books for professionals in
special education Accessed February 2009
93 Incentive Plus www.incentiveplus.co.uk
Resources to promote social, emotional
and behavioural skills Accessed February 2009
94 The Gray Centre www.thegraycenter.org
Official home of Carol Gray and Social
Stories Accessed February 2009
95 Centre for Studies on Inclusive www.csie.org.uk
Education
96 Do2learn www.do2learn.com/
Educational Resources for special
needs Accessed February 2009
97 Sparklebox www.sparklebox.co.uk/
Early Years and KS1 resources
including phonics, posters, labels, signs
and activities Accessed February 2009
98 Talking Mats www.talkingmats.com/aboutus.htm
Talking Mats: a communication tool
designed to help people who have
communication disabilities or difficulties Accessed February 2009
99 Division TEACCH Autism Program www.teacch.com

100 Picture Exchange Communication www.pecs.org.uk/
System
An alternative/ augmentative
communication system Accessed February 2009

Section 7
Building on the Policy and Legislative Context

Local Authority Guidance towards Strategic Planning Approaches for Future Service Provision
In Scotland, education authorities have a duty to ensure that they provide adequate and efficient
educational provision for any child or young person with additional support needs and this
of course includes children and young people with ASD. In ensuring that these needs are
met, education authorities must also make a wide range of provision available and ensure
that the teaching methods used in schools meets the needs of each individual pupil. This
provision may be made in specialist units or bases within mainstream schools, or by
outreach, or peripatetic support teams. Provision may also be made in special schools.
This guidance is designed to support education authorities in the delivery of these

duties and as a first step considers the policy and legislative context in which
these duties exist. Section 7 is also intended to stand alone as guidance
for Local Authorities towards Strategic Service Planning and therefore
repeats some of the earlier information.
The Autism Toolbox Part 3 Page 13
7
.1 The Policy and Legislative Context
This section expands on the information offered in Part 1 of The Autism
There is a wide range of factors that may lead to some children and young people
having a need for additional support. These fall broadly into the following four
overlapping themes below:
Toolbox and can be read in conjunction with that section.
• Learning environment
• Family circumstances
7 .1.1 The Standards in Scotland’s Schools etc. Act 2000
• Disability or health need
The Act includes a presumption in favour of providing mainstream education • Social and emotional factors
for all children. However the context in which this should be implemented is one that
specifically allows for education to be provided elsewhere, if either: However it should be noted that the definition of additional support provided in the
Act is a wide one and it is not therefore possible to provide an exhaustive list of all
a) mainstream schooling is unable to meet a child’s needs, or possible forms of additional support.
b) where their inclusion would be incompatible with the education of other The Act also gives parents new rights. It gives them more say in their child’s
children. education and more opportunities to express their views about what support they
feel their child needs. It helps them in their dealings with the Local Authority if they
This is because it will always be necessary to tailor provision to the needs of feel that their child is not getting the support which they think is required. And it
the individual child, and to make available a range of mainstream and specialist provides children and young people themselves with opportunities to have their
provision, including special schools, to meet the needs of all pupils. views considered in those significant decisions that affect their education.
We know that schools alone cannot deliver what all children and young people
7
.1.2 Education (Additional Support for Learning) (Scotland) Act 2004
The implementation of the Education (Additional Support for Learning)
need to make the most of their education. Other agencies, particularly social work
services and health, have a critical contribution to make and need to be involved.
We are working to improve and unify the support systems for children to ensure
(Scotland) Act 2004 (the 2004 Act) commenced on 14 November 2005. The Act
they are supported into adulthood and have every opportunity to achieve the best
replaces the system for assessment and recording of children and young people
they can. The Act promotes partnership working among those involved in supporting
with special educational needs, with a new framework based on additional support
children’s learning. Local Authorities and NHS Boards require to establish clear
to children and young people who face a barrier to learning (references to young
arrangements for joint working so that they can meet their responsibilities under the
people are to those aged 16 or 17, still receiving school education). The Act aims
Act.
to create a stronger, better system for supporting children’s learning and seeks to
ensure that all children and young people receive the additional support required As identified in the ‘supporting children’s learning code of practice’ Education
to meet their individual needs and to help them make the most of their education. Authorities should ensure that these approaches take account of the following
It builds on the presumption of mainstream education for all enshrined in the values and principles which involve:
Standards in Scotland’s Schools etc. Act 2000, and places duties on education
authorities and requires other bodies and organisations to help education authorities • Taking a holistic view of children or young people and their circumstances,
to meet their duties. and what they need to grow and develop and achieve their potential.
• Seeking, taking account of and noting, the views of children, parents and The DDA defines a disabled person as someone who has ‘a physical or mental
young people. impairment which has a substantial and long-term adverse effect on his or her
• Ensuring that parents, and young people, understand, and are asked to agree ability to carry out normal day-to-day activities’. The definition is broad and includes
to, the aims of any assessment. children with a wide range of impairments, where the effect of the impairment on the
• Ensuring that assessment is an ongoing, integrated process of planning, pupil’s ability to carry out normal day-to-day activities is adverse, substantial and
providing for, and reviewing, services for the individual. long-term. Appendix 1 of the Disability Rights Commission’s Code of Practice for
• Adopting the least intrusive and most effective course of action affecting the Schools: Disability Discrimination Act 1995: Part 4 provides a more detailed account
lives of children, young people and families. of the definition of disability.
• Taking into account issues of diversity and equality and ensuring that
outcomes do not discriminate against children, young people and their
families. This includes not discriminating on grounds of race, disability,
gender, sexual orientation, language, religion or belief and age. 7 .1.4 The Education (Disability Strategies and Pupils’ Educational
Records) Act 2002
• Working in partnership with parents to secure education for their children and The Act forms part of the framework of Scottish and UK disability related legislation
to promote their child’s health, development and welfare. and requires responsible bodies to prepare and implement accessibility strategies
to improve access over time to education for pupils and prospective pupils with
disabilities. There is also a requirement that, if requested to do so, responsible
7 .1.3 Disability Discrimination Act 1995 (DDA) (as amended by the

Special Educational Needs and Disability Act 2001)
bodies must make a copy of the accessibility strategy available to any person. New
guidance is in preparation.
The Act makes it unlawful for education providers to discriminate against disabled
In particular these strategies and plans are required to show how, over time, access
pupils and prospective pupils in the provision of education and associated services
to local schools will be increased by:
in schools, and in respect of admissions and exclusions. In particular it requires
education providers: • Increasing access to the curriculum for disabled pupils.
• not to treat disabled pupils “less favourably”. • Making improvements to the physical environment of the school to increase
• to make reasonable adjustments to ensure that disabled pupils are not at a access to education and associated services.
substantial disadvantage. • Improving communication with pupils of school information and, in particular,
• to embrace the concept of ‘anticipatory needs’. providing information to pupils with disabilities in alternative forms, both
within a reasonable time and taking into account the pupils’ needs and any
The disability discrimination duties are owed to all pupils who are defined by the
preferences that they or their parents express.
DDA as being disabled and this can include children and young people with Autism
Spectrum Disorders. Under the planning duties, schools and local authorities have Annex 1 expands on these 3 specific planning duties. The grids in Section 2 of The
a general duty to improve the accessibility of schools for disabled pupils. These Autism Toolbox provide practical guidance on good practice.
duties exclude both the requirement for physical alterations to be made to schools
and the provision of auxiliary aids and services. Instead, these requirements should
be considered as part of the more strategic approach in the Education (Disability
Strategies and Pupils’ Educational Records) (Scotland) Act 2002.
7 .1.5 Disability Discrimination (Public Authorities) (Statutory Duties)

(Scotland) Regulations 2005
Wellbeing
These regulations reflect the fact that the Disability Discrimination Act 1995 is
amended by the Disability Discrimination Act 2005 and commenced in Scotland in Nurtured Active
2006 to the effect that all public authorities are under a duty to promote disability Having a nurturing place to live,
in a family setting with additional
Having opportunities to take
part in activities such as play,
help if needed or, where this is recreation and sport which
equality. The 2005 Regulations provide a specific duty on educational authorities not possible, in a suitable
care setting.
contribute to healthy growth
and development, both
at home and in the Respected
to produce a disability equality scheme to help them fulfil their general duty: The Achieving community.
Having the opportunity,
Disability Equality Duty (DED). Public Bodies covered by these duties are listed in Being supported and
guided in their learning and
strong with carers, to be
heard and involved in decisions
in the development of their skills, which affect them.
the Regulations and include Education Authorities. confidence and self-esteem at home, at
school, and in the community.
Healthy
7
Responsible
.1.6 The Disability Equality Duty (DED) 2006 Having opportunities and encouragement to
Having the highest attainable standards of
physical and mental health, access to play active and responsible roles in their schools
suitable healthcare, and support in and communities and where necessary,
The Disability Equality Duty – the general duty is introduced in the amended learning to make healthy and Safe Included having appropriate guidance and
safe choices. supervision and being involved
Disability Discrimination Act 1995. There is a requirement for any public body to Protected from Having help to in decisions that affect
abuse, neglect or harm overcome social, them.
develop and implement a Disability Equality Scheme (DES) for the whole authority at home, at school and in
the community.
educational, physical and
economic inequalities and
being accepted as part of the
and a separate education DES to cover their function as an Education Authority. In community in which they live and
learn.
order to achieve this, responsible bodies must proactively look at ways of ensuring
that disabled people are treated equally and fairly. This means including disabled
people and disability equality in policy development and actions from the outset,
rather that focusing on individualised responses to specific disabled people.
7 .1.7 Getting it Right for Every Child (GIRFEC)

Ministers have also confirmed that Getting it right for every child is a key
priority for the Scottish Government as it contributes to its strategic objectives. The
Government is committed to policies which help Scotland’s children and young The principles share a common origin through the 4 capacities on which Curriculum
people fulfil their potential. for Excellence is founded. The diagram above is one example of what wellbeing
for children and young people is and what they require in order to meet these
Getting it right for every child (Scottish Executive, 2005e, 2006c) is a national capacities.
programme that is changing the way adults and organisations think and act to
help all children, young people and their families grow, develop and reach their full Curriculum for Excellence promotes improved achievement and attainment for
potential. Scottish Ministers are keen to explore how existing legislation can support all Scotland’s children and young people, as do the provisions of the Education
culture, systems and practice change before further legislation is considered. From (Additional Support for Learning) (Scotland) Act 2004 (Scottish Executive, 2004a).
the lessons learned so far from pathfinding activity, progress needs to happen Getting it right for every child applies these principles to a wider community of
simultaneously on all three fronts in order that we get it right for every child. interest. GIRFEC expects any agency working with a child to look out for the child’s
needs as a whole and work to improve all outcomes for children. Curriculum for
Excellence, taken alongside the provisions of the Education (Additional Support
for Learning) (Scotland) Act 2004, will enable the educational needs of all young
7 .1.8 Curriculum for Excellence
Curriculum for Excellence is the name given to the extensive plans for
people, including those requiring additional help to be met. GIRFEC requires action modernising and improving the education that we offer our young people in
to be integrated where necessary to address all needs. Issues such as offending Scotland. It will equip the next generation for the challenges they will face in
behaviour and disability may frequently be covered by work under the 2004 Act but the future, enabling them to become successful learners, confident individuals,
if not, GIRFEC expects any additional action to be part of an integrated plan for the responsible citizens and effective contributors (described as the four capacities).
child. Curriculum for Excellence will increase attainment and achievement levels for all
children and young people through:
Over the coming years, Getting it right for every child will support and facilitate
practitioners to remove obstacles that can block children from getting the best start • A coherent, more flexible and enriched curriculum that is fully joined up from
in life and moving successfully through their journey from birth to adulthood. 3-18
• A firm focus on the individual needs of the child and young person
Children and young people are central to Getting it right for every child. The
involvement and contribution of children, young people and families is fundamental • 0pportunities to gain skills for life and skills for work as well as knowledge and
to the success of the programme. skills for learning
• Greater professional autonomy and responsibility for educational
The Scottish Government will support, facilitate and promote change at local
professionals
level while leading on those areas that require a national solution. The necessary
alignment across Scotland to deliver a programme of this breadth and magnitude • A better quality of learning and teaching
requires a long term commitment and collaboration from everyone.
Partnership working will be vital to the success of Curriculum for Excellence. All
Children and those associated with them have traditionally been helped through a those who can contribute to the learning experiences of young people are involved,
number of different routes. Agencies over time have developed their own cultures, including teachers, early years providers, further education staff, youth work staff,
systems and practices. The Getting it right for every child programme aims to health professionals, voluntary sector providers, children’s services staff, parents,
remove obstacles which are rooted in the differences in cultures, systems and
employers and community learning staff. Collaborative working will be required
practice which have emerged through single agency thinking and delivery.
across schools, communities and local authorities. The success of Curriculum for
Getting it right for every child will support the development of tools, training and the Excellence will depend on reflective practitioners with the capacity to develop their
electronic systems to allow exchange of information, and the governance that allows own thinking and approaches to learning and teaching.
that to happen, to enable multi-agency assessment and planning to meet children’s
needs. Curriculum for Excellence is about learning that is relevant, that has a clear context
and that stays with the individual, to benefit them beyond the classroom and
Getting it right for every child both complements and is complemented by existing
legislation, policy and good practice. It applies both to universal services and throughout life. It will ensure that all children and young people – no matter what
specialist services. We need to make sure that the programme is relevant and their support needs or social or economic backgrounds – benefit from an education
appropriate to all sectors, including social work, health, education, police, voluntary system that is tailored to their needs and best prepares them to take their place in a
sector, adult services and most importantly to children, young people and families. modern society and modern economy.
7
.1.9 Early Years Framework
Early years and early intervention means a shift of resources from dealing •
themselves
Breaking cycles of poverty, inequality and poor outcomes in and through early
with past failure to addressing the root causes of current social problems, including years
underlying causes such as poverty and inequality. • A focus on engagement and empowerment of children, families and
communities
The Early Years Framework, jointly developed by the Scottish Government and
• Using the strength of universal services to deliver prevention and early
COSLA was published in December 2008. The focus of the framework is from
intervention
pre-conception through pregnancy, birth and up to age 8: this longer view of early
childhood encompasses the influence of the months of pregnancy as well as • Putting quality at the heart of service delivery
recognising the significance of the transition into school and the early years there. • Services that meet the needs of children and families
The focus is on all children but the holistic approach envisaged will be favourable • Improving outcomes and children’s quality of life through play
too where extra support is needed. • Simplifying and streamlining delivery
In developing a strategic approach to early intervention, Ministers and COSLA • More effective collaboration
have identified some key principles. These principles provide an important bridge
between what the Scottish Government and Local Authorities want to achieve and
how they will achieve it. The principles are:
7
. 2 Strategic Planning Approaches
This section elaborates on the overview given in Part 1.4 ‘Strategic Planning
• We want all to have the same outcomes and the same opportunities for Future Service Provision’, in which it was stated that “Local Authorities’ Strategic
• We identify those at risk of not achieving those outcomes and take steps to Planning for Future Service Provision will include definition of strategy or direction
prevent that risk materialising for ASD, and making decisions on allocation of resources to pursue this. Strategic
• Where the risk has materialised, we take effective action Planning should take account of the policy and legislative context summarised
in Part 1, the advice offered in Parts 2 and 3 of The Autism Toolbox, and the
• We work to help parents, families and communities to develop their own
more detailed Legislative section in Section 7, and should be predicated on the
solutions, using accessible, high quality public services as required
recognition that ASD is a lifelong condition”. Information held about school pupils will
Improving outcomes and tackling entrenched inequality will not be achieved therefore inform future planning for transition to adult services.
overnight. It is recognised that we cannot simply stop dealing with social problems
In particular Local Authorities will need:
that are with us now. This is why Scottish Ministers and COSLA are jointly committed
to developing a long term strategic approach to early years. • To know the incidence of pupils with ASD in their Local Authority area
• To have considered the varied range of provision required to meet the needs
To put this vision into action the Early Years Framework Identifies 10 elements of
of all pupils and more specifically in the context of this Autism Toolbox, those
Transformational change (The Scottish Government, 2008a, p 4 and 5):
with ASD
• A coherent approach • To publish information in relation to additional support needs including ASD
• Helping children, families and communities to secure outcomes for • To address both social and educational inclusion
• To provide information to parents suggest that a rate of around 1 in 100 is currently the best estimate of the
• To consider the right training for all staff and to be informed about training prevalence in children. This would mean that there should be 6,900 pupils with ASD
opportunities in Scotland. The Working Group considered that this prevalence rate is not reflected
• To meet the requirement for teacher CPD in data collected by Scotexed for a number of reasons. Firstly, data are collected
• To be aware of GTCS Professional Recognition for ASD on the main difficulty of learning, or the reason for support, for those children who
were either based in a special school or with a Co-ordinated Support Plan (CSP), an
This section provides information to support strategic planning approaches as Individualised Educational Programme and / or with provision levels set by a Record
outlined in Part 1.4 of this Autism Toolbox. Local Authorities may also find the of Needs which pre-dating the implementation of the Education (Additional Support
information on the Scottish Autism Service Network website useful (see 7.2.5). for Learning) (Scotland) Act 2004. There are a number of children and young
people with ASD whose needs are not so complex, who will generally be making
good progress in education and do not need this level of planning. Therefore, their
7
.2.1 Statistics: Local Authorities’ provision and information collation
It was recognised by the Autism Spectrum Disorder Education Working
numbers will not appear in the statistics. Also, not all parents of children with ASD
may wish to have their child identified, and reported, as having ASD. These children
Group that for the purposes of education and future planning of service provision,
will also not appear in the statistics.
the information currently collated by ScotXed (Scottish Government, 2008d) was a
robust source of information that could be more widely used by Authorities. The most In addition, the Autism Spectrum Disorder Education Working Group recognised
recent pupil census results can be accessed via the Scottish Government website.
that a number of Education Authorities also collect additional statistical information
in relation to the number of pupils with ASD to ensure that their data is as complete
The Pupils in Scotland, 2007 Census shows that in September 2007, there were
4550 pupils with ASD in Scottish schools. This is a 12% increase in reporting on the as possible. One such example can be found in Fife Council’s Education Service
previous year. ASD Survey 2007-2008. This is a comprehensive survey which is carried out
annually; the results being shared with the appropriate adult services. An electronic
There is no one explanation for more children being recognised as having ASD. The centralised system supports this system and educational psychologists play a role in
increase is likely to be due to a number of factors, including increased awareness, the collection of this data to ensure validity. Whilst it is acknowledged that the survey
better diagnosis and the application of wider diagnostic criteria or a combination does not record attainment, this is however the subject to on-going debate within
of these. It is also important to note that the way in which statistics on pupils with the council. The group acknowledged this is a good example of a Local Authority
additional support needs are collected has been changed. Schools used to be ensuring that they held complete and accurate information on children and young
required to report on only the one main difficulty in learning pupils had, but now they
people with ASD. Additional Information can be found in Annex 2. Another example,
can report on a number of difficulties. For example, if a child had severe learning
developed in response to the HMIE report can be found in Moray Council, which
difficulties and autism then a school in the past may only have reported the severe
has developed a questionnaire that aims to enable the authority to hold complete
learning difficulty. Now the school can report both severe learning difficulties and
information about the numbers of pupils with autism spectrum disorders (Annex
autism and this will likely lead to an increase in numbers with ASD reported. This
3a). The aim of this is to enable the development of a coherent strategy to meet a
change is in line with improved reporting procedures following the implementation of
the Education (Additional Support for Learning) (Scotland) Act 2004. range of needs, including the identification of training needs for staff (Annex 3b). The
questionnaire has been designed to be user friendly and can be updated within the
Currently, both the National Autistic Society and the Office of National Statistics council by using forms on the Moray Council Intranet.
7
.2.2 Varied Range of Provision and publication
In their 2nd recommendation HMIE stated that Education authorities should
• They should also ensure that parents are informed of the options available to
them when their child transfers from stage to stage or school to school
ensure that they have a suitably varied range of provision to meet the wide and • Education authorities and schools should work closely with parents of children
varying needs of pupils with autism spectrum disorders. They should publish with autism spectrum disorders to plan for progression, particularly at times of
details of their provision for autism spectrum disorders, including planned future transition
developments. This is very much in line with the statutory requirements of the ASL
Parents to Receive Full information about Provision
Act and as such confirms policy.
While the HMIE report makes a specific recommendation that full information should
It should also be noted that Education Authorities are required by Section 26 of the be provided to parents, it does not specify what this might consist of. However
ASL Act, as amended, to publish information in relation to provision for additional the Education (Additional Support for Learning) (Scotland) Act 2004 requires an
support needs. Education Authority to publish information about a range of specified matters relating
to additional support needs. Those specified matters include information about each
7 .2.3 Social and Educational Inclusion

HMIE recommendations 4 and 5 state that Schools should ensure that
Local Authority’s:
pupils with autism spectrum disorders are given appropriate opportunities to gain • Policy in relation to provision for additional support needs.
an understanding of the social world they live in and to develop life skills which • Arrangements for identifying children and young people with additional
they can use outside school. It also recommended that pupils should be given support needs and those who may require a co‑ordinated support plan.
full opportunities to identify and develop their personal strengths and that their • Notification of the role of parents, children and young people in any of the
opportunity to be included, socially and educationally with mainstream peers, is arrangements.
maximised. • Arrangements for monitoring and reviewing the adequacy of additional
support for children and young people with additional support needs.
This is a key message in both the 2004 Act and the Curriculum for Excellence
which aims to ensure that pupils achieve on a broad front, not just in terms of • Arrangements for independent mediation services, including details of the
examinations. Therefore it is important to ensure that children and young people are service and how to access it.
acquiring the full range of skills and abilities relevant to growing, living and working • The officer(s) in the authority from whom parents of children having additional
in the contemporary world. Curriculum for Excellence aims to ensure that they will support needs, or young people who have these needs, can obtain further
enjoy greater choice and opportunity to help realise their individual talents. information and advice.
• Information about any NHS Board in their area or part of the area and such
7
.2.4 Information to Parents
The Autism Toolbox Section 3 Support for parents and families provides •
other recognised agencies or organisations that can provide further support.
Information and advice to parents and young people that it considers
guidance on support issues for parents and families with a family member with appropriate and where this information is already known to the Education
ASD. Here we focus on the HMIE recommendation 6 which made a number of Authority or is easily obtainable. This could be contact details for the speech
recommendations on information for parents, namely that: and language therapy service, for Social Work Services or for local and
• Education authorities should ensure that parents receive full information about national voluntary organisations, including support and advocacy services
the provision they make for autism spectrum disorders under section 14 of the 2004 Act.
The 2004 Act also requires education authorities to include information on practice support mechanisms in place if disagreements are not resolved at this point. If
for: circumstances of this nature occur the ‘Supporting children’s learning: code of
• The management of reviews practice’ (Scottish Executive, 2005) a sets out codes of practice for young children
• Arrangements for support for learning requiring additional support needs. This document provides guidance on what can
be expected with regards to the provision of pupils requiring additional support
• How parents or young people can make requests for assessment
needs. Furthermore, it clearly outlines what can be expected with regards to
• The types of support available disputes. It states that:
Whilst not strictly about provision, all of the above are relevant to parents of a child
“Every education authority must make such arrangements as they consider
with ASD.
appropriate for the provision of independent mediation services for the purposes of
seeking to avoid or resolve disagreements between the authority and -
In terms of other relevant information, parents and carers are supplied, on diagnosis
of their child with ASD, an NHS Information booklet that touches on approaches
(a) parents of children belonging to the area of the authority,
and interventions, education and financial issues. Many Education Authorities also
provide parents and carers with the NAS Scotland’s autism information resource (b) young person’s belonging to that area, or
“Next steps” (see Section 6 – Resource 70).
(c) in relation to any such young persons who lack capacity to express a view or
In regard to the HMIE recommendation 6 that education authorities should also make a decision for those purposes, their parents, concerning the exercise
ensure that parents are informed of the options available to them when their child by the authority of their functions under this Act in relation to such children or
transfers from stage to stage or school to school, or at stages of transition, this is young persons.”
also a circumstance that is covered by the 2004 Act where planning for changes in
school education are statutorily provided for. HMIE also recommended that Education Authorities should involve parents in
relevant training events about ASD and that where appropriate, people with ASD
Education authorities and schools should work closely with parents of children with
could be invited to contribute to training programmes for parents and staff.
ASD in order to plan for progression, particularly at times of transition. A particular
emphasis is needed on transitions to post school, where certain children with
additional support needs, including those with ASD, are entitled to detailed planning.
This planning should be in place at least 12 months prior to their leaving school
education. In recommending that parents are informed of the options available to
7 .3 The Right Training
The Government is fully committed to ensuring that all teachers continue
them when their child transfers from school to school or during transitions between to develop their skills to help achieve better outcomes for every child and young
stages, including moves to post school, the HMIE report echoes the requirements of person.
the Education (Additional Support for Learning) (Scotland) Act 2004.
Recommendation 7 of the HMIE report states that the Scottish Government should
It is understandable that disagreements between parental and school perceptions work with training providers to ensure that a comprehensive and progressive
of a young person’s education provision may occur. If disagreements do programme is available. It also states that education authorities should ensure
occur concerns should be discussed with the school in the first instance. This that teaching and support staff have access to a programme of staff development
is usually when most disagreements are resolved; however there are other relating to ASD. The NAS report states that teachers and other key professionals
must be sufficiently trained in autism to be able to recognise the difficulties that The CPD framework does not dictate definitive training programmes but allows for
children with autism face and so are able to offer the appropriate education and individuals, together with their line managers, to take account of particular individual
support that they deserve. needs, while also considering school, local and national priorities. CPD can take
many forms such as work based projects, learning networks, formal courses and
Present training and development opportunities on ASD in Scotland are shown
coaching and mentoring. However, effective CPD must be modern, relevant,
in Annex 4a. An overview of training issues and gaps in training for coherent and challenging if it is to meet the needs of teachers, stimulate them and
professionals in the field of autism in Scotland is given in the report of work impact on school and pupil learning.
commissioned by the then Scottish Executive to scope training, trainers and training
needs: The Development of a National Training Framework for Autistic Spectrum A new on-line portal www.LTScotland.org.uk/cpdscotland/cpdfind has been made
Disorders, A Study of Training for Professionals Working in the Field of ASD in available, on the Learning Teaching Scotland (LTS) web site, from May 2007
Scotland (MacKay and Dunlop, 2004) (Annex 4b). and will become the key website for CPD information in Scottish education. It
contains a new on-line tool called CPDFind which is a searchable database of CPD
We are also aware of the need for qualified teachers to increase their knowledge
opportunities. Further tools such as self evaluation against the relevant Standards
and awareness of additional support needs. Through the national continuing
and net conferencing will become available in due course.
professional development (CPD) framework, the Scottish Government fully expects
all teachers to be able to recognise and know how to support pupils with additional Teachers’ CPD should ultimately impact on school improvement and pupil
support needs. It is the responsibility of each Education Authority to identify local attainment. It should also motivate and inspire teachers and encourage sharing of
training needs to ensure they have a range of suitably qualified staff in place to fully best practice and collegiate working as well as encouraging an inclusive approach to
support all pupils. parental involvement.
7 .3.1 Teaching in Scotland: the context

The teachers pay and conditions agreement included the contractual 7 .3.2 GTCS Professional Recognition
In 2006 the General Teaching Council for Scotland (GTCS) announced the
requirement for teachers to undertake 35 hours CPD per year. Each teacher, in launch of the Framework for Professional Recognition and explained that one of
discussion with his/her line manager, produces an annual plan of CPD activity the purposes of the framework was to give the necessary assurance that the CPD
based on personal need, taking account of school, local and national priorities. The undertaken by teachers is sufficient to meet the challenges they face. Information
Scottish Government will be providing local government in Scotland with record on the process by which teachers may apply to GTC Scotland and have their
levels of funding over the period covered by the spending review 2008-11. The vast professional recognition registered formally is available in the CPD section on the
majority of the funding, including the funding for CPD, will be provided by means GTCS website which can be accessed at:
of a block grant. It is the responsibility of each Local Authority to allocate the total http://www.gtcs.org.uk/.
financial resources available to it on the basis of local needs and priorities having
first fulfilled its statutory obligations and the jointly agreed set of national and local In August 2007 the GTCS added 5 new cross curricular areas to the framework,
priorities including the Scottish Government’s key strategic objectives and manifesto one of which was ASD. A feature of professional recognition is that it is valid for a
commitments. Local authorities co-ordinate and provide CPD for teachers. Each period of 5 years only. After that period teachers will be required to demonstrate
authority and, in turn, each school has a CPD co-ordinator. Some authorities that they have maintained their knowledge and expertise if they wish to retain their
distribute funds down to school level. professional recognition.
Guidance on the specific competence for Autism which a teacher should be able to programme rather than being an elective. Primary and secondary courses have
demonstrate to have their professional recognition formally registered by the GTCS been merged into a single ITE programme.
can be sourced through GTCS.
Key aim is to create an effective continuum of professional development through
The process of applying for professional recognition ITE, supported induction in teachers’ early professional lives, and continuing
professional development.
A key purpose of producing the competencies is to support and inform the
Professional Discussion with the line manger and/or school/Local Authority CPD co-
7
ordinator. .3.4 The Multi-Professional Postgraduate Award in Autism
These specific competences comprise the specialised knowledge, understanding The Multi-Professional Postgraduate Certificate, Diploma and MSc in
and skills required of teachers to enable them to teach pupils who have ASD. Autism has been offered at the National Centre for Autism Studies at the University
of Strathclyde since 1998. The largest single professional group on the course is
This guidance does not define the structure of specific courses or pathways which from education, including teachers from all forms of school and outreach provision.
will result in an appropriate qualification but acknowledges that there is a range Study on the course is predicated on the view that no single profession can meet
of pathways to gaining such a qualification, for example, through taking a post- all the needs of people with ASD, therefore a very wide range of professionals from
graduate diploma at a higher education institution, through accredited experiential the field of autism attend the programme and are joined by appropriately qualified
learning and/or through Local Authority-based, or other, training. Clearly not all parents, and individuals on the spectrum. Since 1998 over 1,000 professionals have
training routes will result in a post-graduate diploma. studied on the programme, and teachers who have taken the Support for Learning
specialism may gain credit within the autism programme.
The evidence of student projects and a study evaluating the impact of training shows
7 .3.3 Initial Teacher Education (ITE) Inclusive Practice Project
The Inclusive Practice Project at Aberdeen University has been established
that graduates of the programme find their practice has developed significantly as a
result of participation in the course (Tait and Dunlop, 2005).
using Scottish Government Project Funding to ensure that an understanding of
inclusion is central to initial teacher training and CPD; the institutional development From 2008-2009 the course will be offered in full-time and part-time modes, on
of schools and the personal development of the teaching profession. To achieve this outreach and through blended online learning. Students are supported in their
there needs to be multiple levels of knowledge within schools as not every teacher studies by an experienced multi-professional team.
can be expected to know everything. The aim is to embed inclusive approaches to
A new Postgraduate Certificate in Autism is being offered at the University of
teaching for pupils with additional support needs, including ASD, within core initial
Aberdeen.
teacher education. Innovative approaches to teacher training are being developed
to ensure that new teachers have a greater awareness and understanding of the
educational and social issues that can affect children’s learning.
There has been a major change to the structure and content of the one-year initial
7 .3.5 The Scottish Autism Services Network
The Scottish Autism Services Network (SASN) is a resource for
teacher education programmes for primary and secondary teachers to ensure that professionals working in autism. It was set up through funding from Scottish
social and educational inclusion is addressed within the core Learning and Teaching Government. It provides a professional network for autism in Scotland, with the
primary aim of building the capacity of the workforce to make a difference to the lives • Local Area Co-ordinators
of people with autism and their families. The SASN supports networking and access • Lothian
to impartial information through their information hub, accessible on their website. • SHARP Group (Sexuality, Health and Relationship Practice)
Each of these elements complements the other. SASN issues a quarterly newsletter • Social Work
and holds information events and Network meetings on a range of topics. Some of • Transitions
the Networks are geographically based. Below is a list of the current autism specific
networks that SASN have developed or have had a part in facilitating: The Scottish Autism Network is a hub for direction to provision for people affected
by ASD and for sharing good practice, information and resources with local
• Aberdeenshire professionals, groups and services across Scotland. This includes providing relevant
• ASC Forum (for individuals on the autism spectrum) autism spectrum disorders related information and providing information regarding
• ASD Co-ordinators services and resources that are available locally across Scotland.
• Borders
• Clinical The Scottish Autism Network does not provide direct services, but is able to route
• Commissioning individuals to appropriate resources and sources of information and support across
• Education Scotland through it; website at http://www.scottishautismnetwork.org.uk/. The
• Employment and Occupational Activities Network also aims to identify and fill gaps in information in collaboration with the
• Information Sharing autism community.

Annexes
Annex 1 – Planning Duties
Annex 2 – Fife Council’s Data Survey
Annex 3a – ASD Pupil Proforma
Annex 3b – ASD Whole School Organisation
Annex 4a – Present training and development

opportunities for ASD in Scotland
Annex 4b – The Scottish National Training Framework
Annex 5 – Information to Parents

Annex 1 - Specific Planning Duties
The Education (Disability Strategies and Pupils’ Educational Records) Act 2002
Outlined below are some examples of good practice relating to the three specific planning
duties which must be included in schools’ accessibility strategies. Schools may already be
using many of these strategies to make ‘reasonable adjustments’ for children with ASD. Those
which require longer-term planning could be built into the accessibility strategies. Several
quotes from parents and teachers which were uncovered through a survey of our membership
are also included.
Access to the curriculum
This duty involves planning to improve access to the curriculum and but concerns extra-
curricular activities and the child’s wider social development. Many people with ASD understand
language in a very literal way, and the use of metaphor and irony can cause much confusion.
Children with ASD might have problems understanding and following instructions. Language
should, therefore, be clear and straightforward to ensure that children with ASD are sure of
what is expected of them. Due to nature of autism, children find social interaction, changes
to routine and unstructured time difficult so schools must ensure children with autism are
supported to make the most of extracurricular activities.
 Teachers should be trained in supporting children with ASD (e.g. TEACCH

programme1)
 Use visual strategies and supports (e.g. visual timetables, photographs, signage,
PECS2, Comic Strip Conversations).
 Use timers so that children know how long they have for an activity or how much time
an activity will take.
 Develop structured play activities for children with autism who find unstructured time
during breaks difficult.
 Establish a ‘circle of friends’ of supportive peers, who can provide support and act as
positive role models in social situations or during lessons. Alternatively, one or two
children could be used as an informal ‘buddy’ to watch out for the child around the
school.
 Provide children with autism with a stress alert card which they can give to adults to
communicate when they are feeling stressed or anxious.
 Provide a quiet room where pupils can visit to be quiet when they feel anxious or
nervous or need some space during the school day.
1 Treatment and Education for Autistic and related Communication handicapped CHildren. For more information see
http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=297&a=3630
2 Picture Exchange Communication System
“My son was given a time-out card for periods of time so he could get out of the classroom
when things got too much for him. My son and others also have a room to go to at break time
and lunch time.” (Parent) (NAS ‘make school make sense’ report)
“We are introducing ‘communicators’ at the moment. These are brief profiles of each child with
autism which include: what I am really good at; what I enjoy (and could motivate me); what I
find difficult; what I am likely to do when things get difficult / things get boring / I can’t cope;
what will help me stop. The ‘communicators’ are small enough to fit in each child’s school
blazer pocket. (Primary school teacher) (NAS ‘make school make sense’ report)
Access to the physical environment of the school
Children with autism sometimes have altered sensory sensitivity to their environment. Sounds,
smells, touch, colours or light can be experienced in a much more intense way that for other
children, even causing physical pain. When there are a lot of different stimuli, for example when
there are a lot of people, or many pictures on the wall, this can become overwhelming and
can cause anxiety. Other children with autism may be under-sensitive to stimuli and may not
notice sounds, smells, light, temperature variations or even pain. All of these factors can lead
to stress, confusion and anxiety, which may have an impact on the child’s behaviour. Schools
should examine what adjustments could be made to reduce “sensory overload” around the
building and throughout the school day.
 Schools should consider using calming colours when redecorating, and reducing
distractions caused by wall displays and mobiles.
 Devise seating plans to provide structure, routine and to ensure that children are seated
in appropriate parts of the classroom (e.g. not too hot; not too noisy; with sufficient
space around the position; near the door.)
 To avoid crowds, students with ASD should be permitted to arrive slightly before or after
other students.
“There is a bright fluorescent overhead light. He sits on his own next to a hot radiator with his
back to the class, facing a yellow wall. Given his sensory issues it could not be any worse!”
(Parent) (NAS ‘make school make sense’ report)
Improving communication and the delivery of school information
Many of the good practice examples provided above in relation to accessing the curriculum will
also be relevant to meeting this duty. However, schools should make broader provision relating
to communicating with children with autism and should plan for children with autism now and
in future. Developing methods for communicating with children with autism will also facilitate
meeting the Disability Equality Duty.
 All school staff, not just teachers, should be sufficiently trained in strategies to support
children with ASD who find social interaction and communication difficult.
 Involve pupils with ASD with simple accessible tools such as questionnaires, e-forums
or discussion rooms. Many pupils with ASD find these forms of consultation easier than
face-to-face communication or meetings.
 Set up accessibility planning groups to ensure there is proper planning for the number
of autistic children now and in the future.
 Consult and engage with local autism groups which can help provide a picture of
numbers of pupils with autism and provide information on the local context.
“We run a smiley face good work chart which the parents keep at home. Every member of
staff writes in the home-school book every day to say ‘good day’, ‘not so good’, ‘did this really
well’ etc. Each child has six opportunities to win a smiley face each day. We concentrate on
the positive, congratulating them lots and lots of time to reinforce the good.” (Teacher)
Fife Council Education Service
ASD Survey 2007 - 2008 School:
Completed by:
Shared placement with ASC/D
Shared placement with Special school
Shared placement with mainstream school
Additional Educational support Involvement of other agencies Beh support outreach
Auxiliary Specialist ASIST ICT FACCT SW Health Voluntary agency Beh support inreach
Pupil Stage Sex Status Plan Support Tasks (ASC/D, Special School or BS) LAC Respite Family support OT SALT Physio Paediatrician Clinical Psych Child Psychiatry Other Comments Beh support mixed
1
2
3
4 Pre-school
5 P1
6 P2
7 P3
8 P4
9 P5
10 P6
11 P7
12 S1
13 S2
14 S3
15 S4
16 S5
17 S6
18
19
20
21
22
23 S4
24 S5
25 S6
26
27
28
29
30
Annex 3a
PROFORMA FOR PUPILS WITH AUTISM SPECTRUM

DISORDERS
Please complete this record for each pupil who is believed to have an autism
spectrum disorder (including Asperger Syndrome) in your school, including those
without a formal diagnosis. Please tick boxes unless asked for other information. This
will help the Authority and schools to identify needs and plan provision and training.
Name of pupil (optional) ________________________Gender_____
D.o.B_________ _School________________________________
Stage (e.g. P3, S1) ________
IEP in place □ ASN file in place □ CSP in place □
1.Diagnosis
Medical Other Not formally

diagnosis Diagnosis+ diagnosed*
Autism
Asperger Syndrome
Autism Spectrum Disorder
+ diagnosis made by other competent professional(s)
* but strong evidence to suggest diagnosis appropriate
2.Type of provision
Entirely mainstream □
Predominantly mainstream □
Predominantly ASN base □
Entirely ASN base □
3.Staffing
i) ASN assistant
No additional support required □
Access to some ASN asst. support in some situations □
Dedicated ASN asst. support in some situations □
ASN asst. support in most situations □
Full time ASN asst. support in class □
Full time ASN asst. support in class, breaks & lunchtime □
ii) Teaching
No ASN teaching staff involvement □
ASN teaching staff involvement in some areas of curriculum □
ASN teaching staff involvement in most areas of curriculum □
ASN teaching staff involvement in all areas of curriculum □
4. Significant personnel involved (* please specify )
Regular Occasional Advice & Attendance at Other

input input support annual review
as required
S&LT
LSEY
Autism
Dev Coord
Educ Psych
Other*
Other*
5.Measures used to support pupil
Visual timetable-----------------------------------------------------□
Visual prompts------------------------------------------------------□
PECS -----------------------------------------------------------------□
TEACCH-------------------------------------------------------------□
Music therapy--------------------------------------------------------□
Video Interactive Guidance (VIG)--------------------------------□
Psycho Educational Profiling (PEP)------------------------------□
Applied Behavioural Analysis (ABA)---------------------------□
Use of respite procedures during class work--------------------□
Use of respite facilities during break & lunchtime-------------□
Social stories---------------------------------------------------------□
Role play--------------------------------------------------------------□
Structured social skills training------------------------------------□
Unstructured social skills training---------------------------------□
Organised playground games--------------------------------------□
Buddy support system----------------------------------------------□
Social group support system---------------------------------------□
Other (please specify)--------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
6.Parental involvement
Home/school diary:
daily □ weekly □
Reviews:
more than 1x per term------------------------------------------□
termly-------------------------------------------------------------□
annually-----------------------------------------------------------□
in response to needs as they arise-----------------------------□
Annex 3b WHOLE SCHOOL ORGANISATION & TRAINING FOR
MANAGING PUPILS WITH AUTISM SPECTRUM DISORDERS
Please complete this form by ticking boxes or providing information as requested.

This will help the Authority to identify training and organisational needs.
SCHOOL_________________________________________
How many pupils do you have? _________________
How many pupils do you have with ASDs? _________________

(including those without a formal diagnosis)
How many of your teaching staff are trained in the management of pupils with
ASDs?
No training/awareness--------------------------------------------------□
Some awareness-------------------------------------------------------------□
Good awareness/understanding, developed through introductory

training ----------------------------------------------------------------------- □
Well developed awareness/understanding developed through
introductory training--------------------------------------------------□
More intensive training------------------------------------------------□
Recognised ASD qualification (please specify)--------------------□
---------------------------------------------------------------------------------------------
How many of your ASN support assistants are trained in the management of
ASDs?
No training/awareness--------------------------------------------- □
Some awareness----------------------------------------------------□
Introductory training in understanding & management-------□
More intensive training--------------------------------------------□
Recognised ASD qualification (please specify)----------------□
-------------------------------------------------------------------------------------------------------
For pupils who have support in mainstream classes, who is primarily responsible
for their
i)Learning class teacher□ ASN teacher□ ASN asst.□
ii)Class work class teacher□ ASN teacher□ ASN asst.□
iii)Behaviour class teacher□ ASN teacher□ ASN asst.□
What arrangements do you make for providing training in ASD for new
members of staff?
----------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
What arrangements do you make for ensuring that new or supply staff are
aware of pupils with additional support needs?
----------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
Annex 4a – Present Training and Development Opportunities for ASD in Scotland
LEVEL TYPE OF TRAINING FOR WHOM WHERE

POSTGRADUATE PhD Grads & postgrads Universities
POSTGRADUATE Multi-professional Specialist University of
AWARDS Certificate, Diploma practitioners and Strathclyde – on
and Masters in managers of campus, local
Autism services who hold outreach and e-
first degrees or learning.
equivalent – range University of
of disciplines Birmingham
Distance
Education
programme
POSTGRADUATE Certificate in Autism Mainstream University of
AWARDS & Learning teachers and other Aberdeen
education
professionals
POSTGRADUATE Certificate in Professionals with Sheffield Hallam
AWARDS Asperger Syndrome first degree delivery at
Glasgow Nautical
College
PROFESSIONALLY MSc Educational Educational & Various
SPECIFIC POST- Psychology clinical psychology universities
GRADUATE AWARDS Clinical psychology trainees
PROFESSIONAL AND Core or option Teachers, speech Faculties of
STATUTORY BODY element on autism & language education,
QUALIFICATIONS in initial therapists, nurses, medicine, health
undergraduate doctors, social studies, social
vocational degrees workers, work – various
occupational universities
therapists
CPD – LOCAL In-service, local Usually targeting In local centres
AUTHORITY AND authority training single professional
HEALTH BOARD provided by LA groups.
personnel &
speakers outwith.
GTCS Professional Professional Various

Recognition in ASN recognition for
Autism classroom
teachers
BA DEGREES Non-vocational Major project and Universities
degrees, eg undergraduate
psychology dissertation
students
HEI HE undergraduate Those exiting Universities and
certificates and before degree higher & further
diplomas with option status. education
1
elements colleges,
ACE in Autism
FE PDA awards FE colleges
students, SGA
students
HNC AND NC Social Care awards Career pathway in FE colleges
– non-specific social care,
childcare and
education
SQA Levels 7 and 8 set Level 7 in Level 7 Grampian
in units supporting people SVQ accredited
with ASD; Level 8 centre; Ochil
for managers and Social Care
senior Consortium and
practitioners on VSA in Aberdeen
managing support. Level 8 only by
Both are new Grampian SVQ.
Professional
Awards
SVQ Levels 3 & 4 SVQ People who prefer Learning activities
cluster skills set, in a practical way of undertaken in the
preparation learning workplace
COMMUNITY Reflection on People working in Community-based
LEARNING personal a range of learning
development community care
settings
IN-HOUSE Building a portfolio All employees in a Workplace
of experience and given setting learning
training, shadowing,
planned learning
opportunities
INITIAL PRACTICAL Informal life and Volunteers, work Informal learning
EXPERIENCE IN work experience experience through
COMMUNITY OR students, observation and
WORKPLACE returners, parents experience
PGDE core element on PGDE students Aberdeen
Autism in the University
professional studies
strand of the PGDE
SCQF level 6 National Classroom and Langside College
Qualification Higher learning assistants but learning pack
level called, produced by
“Working with NCAS & also
Children and Young taught to their
People with Autism: campus and
An Introduction distance students
2
A National Training Framework for ASD
The Development
of a
National Training Framework
for Autistic
Spectrum Disorders
A study of training for professionals working in

the field of ASD in Scotland
Tommy MacKay
University of Strathclyde/Psychology Consultancy Services
and
Aline-Wendy Dunlop
University of Strathclyde
Commissioned by The National Autistic Society Scotland

and funded by the Scottish Executive Education Department
Innovation Grant Scheme 2002-2004
© The National Autistic Society

June, 2004
1
CONTENTS
Acknowledgements 1
Summary 3
Recommendations 5
Autistic Spectrum Disorders (ASD) in Scotland 7
Background to the Study 10
Audit of Training: Individual Practitioners 15
Audit of Training: Service Providers 24
Training: the Views and Needs of Parents 29
Training: the Views and Needs of Service Users 37
Current Training Arrangements 40
The Training Need 52
Exemplars of Practice 56
The Scottish Credit and Qualifications Framework 58
The National Training Framework for ASD in Scotland 61
References 72
Appendices 75
3
Acknowledgements
Throughout this study a wide range of follow-up meetings and consultations took place, and service
providers were approached for case study material. We are grateful to all of the following who
responded by helping us in these discussions and by giving us written statements.
Consultations
Aberdeen City
Aberdeenshire Council
Comhairle nan Eilean Siar
Dumfries and Galloway Council
Glasgow City Council Autism Working Group
Glasgow City Council Education Department
Highland Council, Autism Review Project Management Team
National Autistic Society in Scotland
Nautical College, Glasgow
Scottish Autism Research Group
Scottish Executive Autistic Spectrum Disorder Reference Group
Scottish Society for Autism
Service training examples

Eilie Blackwood, Midlothian Council
Janet Burgess, Child and Family Psychiatry, Centre for Child Health, Dundee
Dr Sandra Davies, The Scottish Borders Autistic Spectrum Team
Diane Drummond, Cults Primary, Aberdeen
Dr Anne Gilchrist and colleagues, Young People’s Department, Aberdeen
Maria Parker, MICAS Base Dyce Academy, Aberdeen
Marion Rutherford and Anne Lennon, Spectrum Project, Edinburgh
Individual consultations
Jane Cantrell, Professional Officer, NHS Education for Scotland
Robert McKay, National Co-ordinator, Scotland, National Autistic Society
Margaret Orr, Senior Education Officer, Glasgow City Council
Dr Alan Runcie, Universities Scotland/QAA Officer for Scottish Credit and Qualifications Framework
(SCQF)
Isobel Sutherland, Acting Chief Executive, Scottish Society for Autism
Higher Education Institutions

The Robert Gordon University, Aberdeen
University of Aberdeen
University of Paisley
1
University of Stirling
University of Strathclyde
Further Education
Langside College, Glasgow
Nautical College, Glasgow (work with users was supported by Charlene Tait, National Centre for
Autism Studies, University of Strathclyde)
2
SUMMARY
The remit of this study was to conduct an audit of existing training arrangements for autistic spectrum
disorders in Scotland, to provide a template of training needs, together with an account of current
gaps in the provision of training, and to prepare a national training framework with recommendations
for implementation.
Any proposals for developing a national strategy for training that is specific to the ASD field require to
be supported by a clear rationale, and it is important therefore to justify the basis on which this area
of additional support needs requires special and separate treatment. Over a relatively short space
of time, ASD has changed from being considered as a rare disorder affecting less than five people
in every 10,000, to being recognised as one of the main dimensions of atypical development and of
additional support needs. The development of an inclusive definition of autism as comprising a triad
of social, communication and behavioural impairments, together with the introduction of Asperger’s
Syndrome as a diagnostic classification, have been the two principal factors in recognising a
spectrum of autistic disorders affecting around six people in every 1,000.
As the process of identification has moved increasingly from a small number of national centres of
diagnostic expertise in the UK to being part of the routine work of local assessment teams, increasing
numbers of children, young people and adults are being recognised as having an autistic spectrum
disorder. This will continue to increase as local facilities develop further, and as there is more
inclusion within the spectrum of the much wider threshold group who do not meet full criteria for
autism but who are recognised as having ‘atypical autism’. At the same time, provision for individuals
with ASD, particularly within the educational sphere, has expanded rapidly throughout Scotland, with
the result that a very large number of personnel across all professions are now providing autism-
specific services, as well as those who are increasingly working with people with ASD in mainstream
settings.
It is within this context that a national strategy for training for ASD is proposed. Identification and
provision, while still requiring extensive development, have expanded at a much faster pace than
training, with the result that in this particular field there are many key personnel in every profession
who lack the necessary foundation of knowledge and skills. The position for ASD in the middle years
of this decade is in many respects comparable to that for severe and complex learning difficulties in
the mid-1970s or for child protection in the mid-1980s. Identification, provision and understanding
have developed in ways that call for a co-ordinated national training strategy. At the same time,
however, it is important to recognise that national proposals relating to ASD must be embedded
within wider arrangements for training across the whole field of additional support needs.
The national survey of training conducted for this study resulted in almost 1,500 responses from
practitioners, service providers, training providers and parents, supported by a wide range of meetings
and consultations both on current training arrangements and on proposals for the development of a
national training strategy.
The survey has highlighted major gaps in training at every level and across every sector. For most
practitioners there is no pre-service training even at awareness raising level, and most in-service
training is only introductory, even for those whose work is mainly in the ASD field. A minority of
service providers view their services as having a good training profile.
The personnel whose level of training is most inadequate for their role are those who work with
ASD in generic contexts, such as teachers in mainstream schools. These practitioners represent the
3
settings where most individuals on the autistic spectrum are likely to be placed for educational and
other provision. With the increasing move towards inclusion in mainstream schools and in society in
general, the proportions of people with ASD in these settings will increase. There are therefore very
significant training issues for practitioners in this group.
The significant gaps in training highlighted by practitioners and service providers are reflected in the
views of parents, a minority of whom view professionals working in this field as having a high level
of knowledge of ASD. Parents also have training needs, both in relation to their own family members
and to ASD in general, pointing to the need for collaborative planning and sharing of information on
training between parents and professionals.
The provision of training throughout Scotland is very diverse in terms of structure, content, the
professional groups targeted, the range of training providers and the extent to which training has
a principal focus on ASD. What is lacking is any sense of a co-ordinated approach to training, or a
strategic plan to ensure inclusion of all relevant professional groups.
It is against this background of a major shortfall in training arrangements for autistic spectrum
disorders in Scotland that a template of training needs and a national training framework have been
prepared.
4
RECOMMENDATIONS
These recommendations aim to provide a basis for a co-ordinated national strategy for training in
autistic spectrum disorders in Scotland, with a National Training Framework, a common basis for
accreditation, proposals for minimum training standards and arrangements for implementation,
monitoring, review and the dissemination of information.
1 There should be a National Training Framework for Autistic Spectrum

Disorders in Scotland.
2 The National Training Framework should articulate with the Scottish Credit
and Qualifications Framework (SCQF).
3 The National Training Framework should provide a template and structures

linked to the SCQF which can be applied to the wide range of professional
groups involved in service provision.
4 The National Training Framework should both recognise the unique nature
of ASD and be embedded into training for work with the wider group of
individuals with additional support needs.
5 The National Training Framework should provide a basis for ensuring that
training opportunities are available through a range of providers at each level
of the SCQF.
6 The National Training Framework should provide a basis for ensuring

that core training is given at pre-service and in-service levels for the key
professionals working in the ASD field.
7 The National Training Framework should provide a basis for the accreditation
both of training opportunities provided by all training agencies and of prior
learning.
Training providers
8 Arrangements should be developed with the universities and other validating

bodies for accrediting ASD training and prior learning within the National
Training Framework.
9 Training providers should be encouraged towards seeking accreditation for

the training they offer.
10 Universities, colleges and other providers of higher and further education

should be asked to review their course structures and content to ensure that
there will be an appropriate level of autism awareness raising or professional
training.
5
11 All relevant professional and occupational groups should be asked to

establish minimum standards of training for their personnel in terms of the
knowledge, skills, understanding and attitudes required for working with
people with ASD.
12 ASD awareness should be incorporated in the core training curriculum of

each professional group.
13 Education, health, social work and other services should be asked to treat
ASD training as a priority area in supporting and resourcing CPD for their
personnel.
Local training strategies
14 Local ASD networks, such as those proposed in the National Autism Plan
for Children, should work together with parents and, where appropriate, with
people with ASD themselves, in planning a training strategy for ASD for their
area, supported by education, health, social work and other services.
15 Each local area should conduct its own audit of ASD training needs as a
basis for preparing a training strategy.
16 Local services should be explicit in providing parents with information

about their training and experience in the ASD field; this will increase the
confidence of parents in local provision and provide a basis for addressing
training needs.
17 The training needs of parents in relation both to their own family members
and to ASD in general should be taken into account in the preparation of joint
training plans.
18 Service providers and training providers should investigate the information

about ASD that is offered to people with ASD and the ways in which this
could be sensitively provided.
19 A national network should be established for sharing information on good

practice and training opportunities with local ASD networks.
20 Local ASD training strategies should be regularly monitored and reviewed.
Implementation
21 The training sub-group of the Scottish Executive’s Autistic Spectrum Disorder

Reference Group should play a lead role in monitoring the implementation
of the recommendations on training, reviewing the development of training
policy and working with national and other bodies to co-ordinate a network
for sharing information and guidance on training opportunities for ASD.
6
AUTISTIC SPECTRUM DISORDERS IN SCOTLAND
The rising profile of ASD
The context in which the need for training and for service provision for autistic spectrum disorders has
increased significantly in Scotland is part of a wider international pattern of increasing prominence
for this field. This is reflected not only in a vast rise in public interest in this area over recent years
but also in a constantly expanding professional concern. This may be illustrated by the pattern of
published studies in the autism field over the last few decades. Studies of autistic spectrum disorders
have increased at a much steeper gradient than the generality of academic subjects, and studies
relating to education and other aspects of intervention and provision have increased most steeply of
all (MacKay, 1998).
In parallel with this rising profile for ASD, identification has also increased. In the 1960s autism was
viewed as a rare disorder that many professionals in education, health and social work might never
encounter, with prevalence figures quoted at just over 4/10,000 (Lotter, 1967; Rutter, 1966). Now
the autistic spectrum may be regarded as one of the main dimensions of anomalous development in
childhood, with prevalence figures cited conservatively at around 6/1,000 (Public Health Institute of
Scotland, 2001).
Despite the proliferation of research studies, there are still very significant gaps in the evidence base
for ASD, particularly in relation to causes and remedies. Since the early 1970s, the delivery of an
educational curriculum aimed at addressing specific impairments and developing essential skills in
a structured setting has been recognised as the main foundation of effective intervention (Bartak
& Rutter, 1973; Jordan, 1999; Rutter & Bartak, 1973). However, the variety of theories on a range
of possible causes, paired with physical, dietary or other potential remedies, has defined ASD as a
growth area marked by controversy and strongly held views. Often the strongest views are held by
parents, many of whom have become extremely knowledgeable about current research in autism. In
this context it is particularly important that all professionals working in this area should have a robust
knowledge base, backed by practical competences in service delivery.
Provision for ASD in Scotland
In Scotland, a wide variety of special and mainstream provision for people with autism is made by a
range of bodies which include education, health, social work and voluntary agencies. This provision
caters for children, young people and adults with the full range of autistic spectrum disorders.
Research in Scotland on educational provision for children with autism worked from a prevalence
rate of 58/10,000 (Jordan & Jones, 1996). This combined Wing and Gould’s (1979) figure of 22/
10,000 with Ehlers and Gillberg’s (1993) prevalence for Asperger’s Syndrome of 36/10,000. The
research, by highlighting under-identification and a patchy profile of provision, provided a basis
for wider recognition of autism and expansion of provision. In turn, it was appropriate that training
should also be expanded, and that it should reflect a more co-ordinated approach within a multi-
professional, national context.
Around 4,600 school-age children in Scotland fall within the spectrum of autistic disorders (McGregor
& Campbell, 2001). Comparable figures do not exist for either very young children or the adult
population, but service providers need to be aware that it is likely that some 0.3% to 0.5% of the
7
general population will have a need of ‘autism friendly’ services throughout life as a result of ASD
and associated problems, as it is reasonable to conclude that autistic spectrum disorders are much
more common than previously believed (Gillberg, 2004). McGregor and Campbell (2001) found that
only 50% of specialist teachers in Scotland had had autism-specific training despite evidence from
the literature that appropriate support and training are necessary for success (Burack, Root & Zigler,
1997).
Shah’s (2001) study of what medical students know about autism supports the view that, as in other
professional groups, if diagnosis and access to intervention are to be improved more emphasis
needs to be placed on teaching medical students about autism.
The current political climate in Scotland as in the rest of the UK promotes inclusion for all in all
aspects of service provision. A number of studies have explored professional views of inclusion,
and conclude that experience of autism and specific knowledge of autism gained through training
or study allow teachers to be more positive about inclusion (McGregor & Campbell, 2001). Possible
advantages and disadvantages are often highlighted. Jennett, Harris and Mesibov (2003) report a
significant relationship between a commitment to one’s teaching approach and certain dimensions of
teaching efficacy and burnout. Implications here include the need for adequate training of teachers
of students with autism.
Powell (2002) recommends training and awareness programmes to increase professional under-
standing across a wide range of community services including social, health, housing, school,
continued education and employment. He stresses the importance of professional knowledge in
supporting a positive sense of being included for people with Asperger’s Syndrome, and recommends
that training should be multi-disciplinary and jointly funded.
The costs of providing for autism are considerable, and the costs of intervention and of training
need to be offset by the economic and social consequences of non-intervention. Järbrink and Knapp
(2001) of the Centre for the Economics of Mental Health (CEMH),were commissioned by the Mental
Health Foundation, with funding from The Shirley Foundation, to carry out an exploratory study of
the costs of autistic spectrum disorders. Järbrink, Fombonne and Knapp (2003) have developed this
work. The study was based on a review of published international literature and on analysis of current
data which include people with autism. The key findings of the research as at 2001 were that: the
annual total cost of autism in the UK is at least £1 billion; the average additional lifetime cost resulting
from autism and associated learning disabilities is estimated to be £2.4m per person; the greatest
costs are for living support (73%) and day activities (14%), much less being spent on education (6%).
Evidence suggests that even moderate increases in educational provision could potentially result in
major savings in later living costs. Economic costs of providing well for autism may mean weighing
up the extent to which effective intervention is cost-effective in the long term, as well as planning to
use existing budgets better.
The US National Research Council (2001) asks a crucial question: How should personnel who work
with children with autistic spectrum disorders be prepared and trained to guarantee a sufficient
number of well-qualified specialists and regular teachers and administrators? (page 7). Such a
question applies to personnel providing services lifelong.
Very full advice and a statement of minimum standards for training are given in the National Autism
Plan for Children (NAPC) (National Initiative for Autism: Screening and Assessment, 2003), with an
emphasis placed on locally available ASD training, on training for parents, carers and families and
on different levels of specific ASD training within a local area, with recommendations for professional
groupings to include rolling programmes of autism awareness training through to postgraduate
opportunities.
8
The complex nature of ASD: implications for training
Autism is known to be complex in nature: it is a spectrum disorder (Wing. 1996). That is, it covers
a wide range in terms of presenting features, association with other disorders and level of severity.
Like everyone else, people with autistic spectrum disorders are individuals in terms of personality,
personal attributes and difficulties. In addition people with ASD present across the age range, with
various cognitive levels and with differences in functioning. Needs therefore vary according to how
each of these elements come together in any individual. However, in a group of people with autism
it is likely that there will be additional support needs which require to be met by education, health
professionals, social work professionals and the caring sector. Providers will also include charitable
organisations.
In a Scottish study looking specifically at autism training needs of professionals involved in education
(Watson, 1995), the majority of the 38 professionals who were interviewed had some training or had
been to conferences and in-service days. However, more than half lacked previous experience in
the education of autistic children. This posed significant difficulties since their previous experience
of the curriculum focussed on the academic content, whilst in autism it was essential to address
‘communication and social acceptance’ (page 3). Most interviewees felt they would like to meet other
professionals more often and one said, ‘There is a need for greater contact between teachers and
other professionals to help clarify certain situations, discuss difficulties, explain medical problems,
[…]’.
These are the very issues, however, that continue to challenge practitioners in the field of autism.
Both Watson’s paper and Jordan and Jones’s report (1996) to the Scottish Office Education and
Industry Department emphasise the need for postgraduate education in this field in Scotland.
Recommendation 20 of the latter report states, ‘There needs to be a strategic plan for training staff…
Training opportunities should range from school based INSET, training of support staff to work with
individuals, and general awareness training, through to long-term professional development courses
to allow proper reflection on, and development of, practice’ (page 7).
It is against this background of inadequacies in training and lack of a strategic plan that the Public
Health Institute of Scotland’s Needs Assessment Report (2001) highlighted key training issues. It is as
a direct outcome of these recommendations that this project has been proposed and undertaken.
9
BACKGROUND TO THE STUDY
In December 2001 the Public Health Institute of Scotland published a Needs Assessment Report
on autistic spectrum disorders (the PHIS Report, Public Health Institute of Scotland, 2001). Among
the recommendations arising from the report was the need for a review of current training provision
in Scotland. It was recognised that training was vital for a wide range of professionals working with
people with ASD, and that improved training underpinned many of the recommendations being
made.
The PHIS report recommended that any review should include identification of training currently
available for those associated with the provision of services for this client group, and of existing gaps
at vocational, undergraduate and postgraduate levels, with a view to developing a targeted national
training framework for autistic spectrum disorders.
Training and awareness were seen as crucial for various groups working in the ASD field. First, it was
essential for those who were in a position to recognise a possible autistic spectrum disorder in the
early stages, so that they might be confident in identifying possible signs and referring appropriately.
This was important to a wide range of professionals including health visitors, general practitioners,
school medical staff, teachers, social workers, nursery staff and the members of community
mental health and learning difficulties teams. Early recognition required professionals to have an
understanding of this area.
Second, training and awareness were seen as being vital for the wide range of professionals, carers
and specialists who came into contact with people with ASD, to ensure appropriate practice and to
gain the confidence of parents and carers in services.
The report noted that while a considerable number of professionals were currently involved in
providing local training, this was often done without additional resourcing or cover, and was
therefore limited by clinical pressures and other professional and external demands. It was therefore
recommended that professional groups should consider the resources required when planning
training, and that academics and other training providers should include ASD at undergraduate level
and in CPD requirements.
In response to these recommendations the Scottish Executive in May 2002 set up a reference group
drawn from a wide variety of ASD interests throughout Scotland, supported by a number of sub-
groups, including a training sub-group. At the same time, the Executive provided funding through its
innovation grants scheme for a two-year research study of training in Scotland. The aim of the project
was to address, within a national framework, the training needs of professionals working with autistic
spectrum disorders. This had been identified as a key priority not only in the Needs Assessment
Report but also more generally within the additional support needs field by education authorities and
within a wider range of associated disciplines such as health professionals.
The proposal for this project was a collaboration among the National Autistic Society, the University
of Strathclyde and Psychology Consultancy Services. The project set out through its focus on training
to contribute to the six criteria specified by the Scottish Executive Education Department:
i. promoting inclusive policies in mainstream and special schools
ii. approaches to improving links, and sharing skills/expertise between special

and mainstream schools
10
iii. empowering parents to enable them to participate fully in their children’s

education
iv. improving children’s participation in decisions which affect them
v. promoting integrated and co-ordinated approaches to service delivery
vi. offering new approaches to advice and resolution of disagreements between

professionals and families.
The thrust of the project related to the fifth of these criteria, the promotion of integrated and co-
ordinated service delivery, and in doing has pointed to outcomes which will directly address each of
the other criteria, in particular the promotion of inclusion in mainstream schools and the improving
and sharing of links between mainstream and special schools.
The project related well to the aims of the National Autistic Society which are:
• to increase knowledge and understanding of autism amongst professionals

and the general public
• to champion the rights and interests of all people with autistic spectrum
disorders
• to work in partnership with other organisations, local authorities and health

boards to develop models of good practice.
The project was central in all respects to the National Priorities for Education in Scotland, and to the
Executive’s objectives in relation to social inclusion and to future provision for pupils with additional
support needs. In particular, in the light of the Standards in Scotland’s Schools Etc. Act 2000, the
needs for co-ordinating training in this field were not only crucial, but constantly expanding, as more
staff in mainstream schools would be expected to support pupils with ASD. With increasing urgency,
professionals working in the field of autistic spectrum disorders must develop the competences
required for working within inclusive educational settings, as well as in the special sector. The
Executive’s response to the consultation on the Record of Needs review also carried with it the
need for a co-ordinated approach to training, so that the new Co-ordinated Support Plans could be
effectively designed and delivered.
Aims and objectives
The project had three objectives.
Objective 1 To conduct a national survey of existing training arrangements in Scotland

for ASD.
Outcome: A comprehensive audit of existing training arrangements.
Objective 2 To assess the extent to which these arrangements meet identified needs.
Outcome: A template of training needs based on good practice and best research
evidence, together with an account of current gaps in available training
opportunities in Scotland.
11
Objective 3 To appraise the nature and extent of training which would be required to
achieve this, in the context of a situation which is constantly developing in
terms of provision and the demand on services.
Outcome: A national training framework, comprising proposed structure and content,

and the arrangements required for effective delivery of the framework.
In recognition of the growing evidence base for the importance of early intervention, it was particularly
important to ensure that proposed training structures would equip staff to work effectively at this
level. More generally, a significant outcome of the project would stem from its innovative nature, as
training initiatives are disparate and there is no national perspective within any part of the UK either
on the extent of needs or on co-ordinated approaches to addressing these. This would emphasise
the distinctiveness and relevance of the Scottish contribution to the field of additional support needs.
It would lay the foundations for ‘joined-up’ training for professionals working in the field of autistic
spectrum disorders.
Not only has the centrality of staff working in the educational field been recognised, but the importance
of multi-professional training has been highlighted, to ensure that there would be a coherent plan
for addressing the needs of those with ASD. It was clear that any group which sought to have an
overview of current training arrangements and opportunities would require the informed advice of
researchers working in this area, and that there would therefore be a crucial need for work which
addressed this field of enquiry.
The experience of the researchers in this field, as the only academics/practitioners who had already
published in this specific area (Dunlop, Knott & MacKay, 2000), provided a basis for confidence
that there would be clear local authority support and partnership for the project. In addition, both
researchers played a central role in the only validated multi-professional training for autism in
Scotland, at the University of Strathclyde. The needs addressed have been highlighted across
education, health and social work.
The project has required working closely with all agencies. A national exercise of this kind has
involved collaboration with all Scottish education authorities, other council departments such as
social work, and health trusts. There has also been a requirement to work collaboratively with other
training providers in the voluntary sector, such as the Scottish Society for Autism.
It was essential that any proposed training framework for ASD should articulate with existing national
developments for qualifications and training in general. The recommendations made in this report
have therefore been set within the context of the Scottish Credit and Qualifications Framework
(2003a, 2003b), which is currently at an advanced stage of development. The SCQF offers 12 levels
of experience, education and training, from community based experiential learning through to higher
degrees.
Overall, therefore, the project has sought to provide a firm foundation for identifying training needs
and planning a co-ordinated response on a national basis.
Literature review
Although there has been a very marked increase in publications on autistic spectrum disorders in
recent years (MacKay, 1998; Szatmari, 2000), literature of specific relevance to training is very scant.
For the purposes of this research a review was undertaken of literature on ASD of particular relevance
12
to the Scottish context, of the wider literature in other fields than ASD but relevant to training issues,
and of the small body of available literature referring directly to ASD training.
Survey of training
To obtain a picture of existing patterns of training and of training needs across Scotland it was
considered important to have data representing the widest possible range of viewpoints and
experience. To this end a survey was conducted of practitioners, service providers, training providers
and parents.
In preparation for the survey a pilot questionnaire was sent to a sample of practitioners working
across health, education, social work and the voluntary sector. This gathered information on the
type of service provided, the age range served, geographical location, job title, length of experience
and the proportion of workload that related to autistic spectrum disorders. It also covered levels and
type of training received, both pre-service and in-service, its perceived adequacy in relation to the
professional role being carried out and also the perceived gaps in training.
Those who completed the pilot survey represented a wide range of service sectors, geographical
areas, professional roles and type of service provided. On the basis of their questionnaire responses
and follow-up comments revised questionnaires were designed for all groups. A sample questionnaire
is shown in Appendix 1.
Response to survey
The responses obtained to the survey from every group provided a comprehensive picture of the
existing position in relation to training in autistic spectrum disorders throughout Scotland. They
covered every geographical area, every sector across health, education, social work, voluntary
bodies and other agencies, a vast range of different professional groups and all parts of the age
distribution of the ASD population, from pre-school children to older adults. These responses therefore
provided a robust basis for determining the nature and adequacy of current training arrangements,
for considering key areas of training needs and for constructing a proposed training framework.
Table 1 shows the number of responses received from each group. A total of 1,407 questionnaires
was returned, which with the addition of 26 pilot questionnaires made a grand total of 1,433.
Table 1 Questionnaire returns
Issued Returned Return rate

Pilot 50 26 52%
Practitioners 1,754 1,158 66%
Service providers 138 84 61%
Training providers 67 35 52%
Parents 200 130 65%
TOTAL 2,209 1,433 65%
For a questionnaire that was anonymous and that required time and effort for completion, the above
figures represent a very good response rate.
13
Consultation meetings
For the purposes of consultation on the development of proposals for a training framework, meetings
were held with a number of consultation groups representing a variety of ASD interests in different
parts of the country. These included professionals from education, health, social work and the
voluntary sector, as well as users of ASD services. A number of additional consultations took place
with individuals representing their own services or authorities. Meetings were also held with the
Executive’s Autistic Spectrum Disorder Reference Group and with members of the Scottish Autism
Research Group. Consultation meetings took place throughout the country and these represented
a wide range of contexts in which ASD services are provided. A list of individuals and agencies
consulted is included in the acknowledgements.
Wide-ranging opportunities for further consultation on the proposals also arose throughout the
project. A summary of the research and the proposals for a training framework was provided to
professionals attending the national diagnosis study days organised by the Executive in February
2004, and similar summaries were given to practitioners attending for training on a variety of ASD
courses and modules.
The Scottish Credit and Qualifications Framework
It was considered to be of crucial importance that any training framework proposed for autistic
spectrum disorders should relate to more general developments in education and training at national
level. For this purpose the researchers met with the Quality Assurance Agency for Higher Education
to consult on how the proposed ASD training framework would articulate with the developing Scottish
Credit and Qualifications Framework.
Exemplars of practice
The proposed framework for training was supported by a number of exemplars of practice from a
variety of sources: Spectrum, Edinburgh City; Hopefield Primary School Support Classes for pupils
with ASD and Midlothian Early Start Service; a generic SEN unit within a large mainstream primary
school, Cults Primary, Fife; the MICAS Base (Mainstream Integration of Children on the Autistic
Spectrum), Dyce Academy, Aberdeen; Glasgow Nautical College, Further Education for people
with ASD; the Scottish Borders Autistic Spectrum Team, the Andrew Lang Unit; the Child and
Family Psychiatry Centre for Child Health, Dundee; the Young People’s Department (adolescent
mental health service), Aberdeen; Glasgow City Council Education Services; and the Improving
Understanding Project undertaken by the National Autistic Society to provide basic autism awareness
training to social work staff.
14
AUDIT OF TRAINING: INDIVIDUAL PRACTITIONERS
Range of information gathered
A copy of the questionnaire sent to 1,754 individual practitioners is shown in Appendix 1. It elicited
information under the headings of: basic particulars (sector, geographical area, professional role,
length of experience, type of service and whether generic or autism specific, age range covered and
proportion of workload relating to ASD), pre-service training, in-service training, adequacy of training
and extent of training needs.
Sector
Of the 1,158 questionnaires returned from practitioners, 59% were from education, 24% from health,
11% from social work and 4% from the voluntary sector. The remaining 2% came from a range of
other settings of which the largest category was careers services, but with representation also from
the independent sector, catering services and housing.
Professional group
Virtually all professional groups were represented, with over 30 professions or occupational categories
listed. These included: directorate and related services, such as educational directorate, advisors,
quality improvement officers and health and social work managers; headteachers, classroom
and specialist teachers, nursery nurses and classroom assistants; a broad range of therapists
– psychotherapists, speech and language therapists, occupational therapists, physiotherapists,
and art, music and aromatherapists; paediatricians, psychiatrists and clinical and educational
psychologists; nurses, health visitors and dieticians; social workers; playgroup workers, home
visitors and homemakers; and a variety of other professions and occupations such as lecturers,
catering assistants and educational audiologists. In line with the responses noted from the various
sectors, the largest single category of responses was from teaching staff or other staff working in
schools. These represented about half of all responses received. Approximately a further quarter of
responses came equally from speech and language therapists and from social work or related staff.
Medical personnel, such as psychiatrists and paediatricians, were also well represented in proportion
to the smaller number of personnel employed in these roles.
Length of experience
The length of professional experience of respondents covered a full spectrum, with a large number
of responses at each stage. Eleven percent had five years of experience or less, with 15% in each of
the categories from 6-10 years, 11-15 years and 16-20 years. The remaining 44% had over 20 years.
The results are shown in Figure 1 (overleaf)
15
Figure 1 Length of experience (years)
50%
40%
30%
20%
10%
0%
0-5 6-10 11-15 16-20 20+
Type of service/provision
Two-thirds of practitioners (68%) worked in provision that was generic, without a specific autism
focus, while a further 21% worked in provision that was generic, with a specific autism focus. The
remaining 11% worked in autism specific provision. Table 2 provides a summary of the main range of
services and types of provision represented.
Table 2 Types of services/provision

Adult/adolescent in-patient care
Advocacy services Children’s clubs

After school clubs Clinical psychology
Alternative therapies Community health services
Autism advisory and consulting service Day centre
Autism assessment teams Discharge response team
Befriending services District nursing

Domiciliary agency for adult care
Behaviour support services
Education advisory service
Care management and assessment
services Educational directorate
Careers guidance Educational psychology
Child development centre Emergency services
Children with disabilities team (Social Employment service

Work) Family centre
16
Family support services Physiotherapy

Further education Pre-school community assessment
Housing Pre-school home visiting service
Learning difficulties unit (admissions Psychiatric services
and assessment)
Psychotherapy services
Mental Welfare Commission
Residential school
Mainstream nursery school
Residential home (adults)
Mainstream primary school
SEN base within mainstream primary/
Mainstream secondary school
secondary school
Music therapy services
Social Work Department
Nutrition and diet services
Special school or unit (ASD)
Occupational therapy
Special school or unit (generic)
Outreach service
Speech and language therapy services
Paediatric services
Support for learning
Playgroup
Support services – visual and hearing
Playschemes – autism specific impairment
Playschemes – generic Surgical unit
Peripatetic teaching services Voluntary support group
Although practitioners worked across a diverse range of settings that did not always follow
automatically from their profession, the type of services broadly represented the balance of
professional groups described. Thirty percent of respondents worked in mainstream nursery, primary
or secondary schools. The large representation from this sector was important owing to the centrality
of educational provision for ASD during the formative years, and the increasing numbers of children
likely to be accommodated within mainstream. A further 10% worked in special provision sited within
mainstream schools, while 12% were in segregated educational provision, including residential
schools.
Location of service/provision
Responses were received from practitioners working within all 32 of the Scottish local authorities,
and across all health trusts. All geographical areas with large populations were well represented
in terms of numbers of returns, ensuring that the sample was representative of the distribution of
services across the country.
Age range
The extent to which the various age ranges, from pre-five to older adults, was covered by the
practitioners surveyed is shown in Figure 2. It will be seen from the breakdown provided that all age
groups were well represented. The highest group (primary age) had 727 responses, with even the
lowest group (older adults) having 267 responses.
17
Figure 2 Age range
Adequacy of training
Practitioners were asked to rate their views of the adequacy of the training they had received in
relation to their professional role, using a scale ranging from ‘ideal’ to ‘very inadequate’. Of the total
sample, 36% viewed their training as being ideal or adequate, while 42% viewed it as inadequate
or very inadequate. These figures become more meaningfully differentiated when related to the
proportion of workload relating to ASD. A breakdown is shown in Table 3.
Table 3 Perceived adequacy of training
Autism Ideal Adequate In Inadequate Very

workload between inadequate
75% or
more 19% 46% 25% 9% 2%
(N=159)
50% (N=83) 8% 52% 22% 16% 3%
25% 1% 46% 24% 24% 7%

(N=182)
10% or less 2% 22% 21% 33% 23%

(N=705)
18
There was a clear gradient in practitioners’ perceptions of the adequacy of their training as a function
of their workload in relation to autism. While these figures support the view that those who are
working mainly within the ASD field are best trained for the job they do, it is nevertheless the case
that even among those with an autism workload of 75% or more only two-thirds felt that their training
had reached adequate levels. Among those with 10% or less of an autism workload only a quarter
believed their training to be adequate to their job. However, this group represents by far the largest
proportion of practitioners, and they are likely to be dealing with a large and increasing proportion of
the ASD population in mainstream schools and other settings.
Level of training received
Table 4 shows the overall pattern of training received by practitioners at three levels: pre-service
training relating to additional support needs, pre-service training for ASD and in-service training
for ASD. Again, those with the lowest autism workload (10% or less) reported the lowest levels of
training in every category.
Table 4 Pre-service and in-service training received
Autism 75% or more 50% (N=83) 25% (N=182) 10% or less

workload (N=159) (N=705)
Pre-service
training ASN 67% 84% 77% 55%
Pre-service
training ASD 48% 45% 40% 15%
In-service
training 96% 93% 87% 62%
It was clear from an analysis of responses, however, that in most cases pre-service training did not
represent an adequate basis for working in relation to ASD, and that for most practitioners it was the
training they received in post that was important. Indeed, a large proportion of those who reported
pre-service training in ASD were ‘autism practitioners’ or ‘support workers’ whose total training was
fairly minimal. Fewer of these workers had pre-service training or qualifications in other areas, such
as additional support needs. It was apparent, therefore, that most practitioners had received either
little or no pre-service training for ASD.
The level of in-service training received for ASD is therefore of more crucial significance. A breakdown
is shown in Table 5. The data have been grouped to reflect three broad levels of training. Level 1 is
the most introductory, reflecting induction, awareness raising, conference attendance or attendance
at a course with only one meeting. Level 2 represents attendance at a course with between two and
six meetings. Level 3 is for those whose training has led to a qualification.
19
Table 5 Level of in-service training received
Autism 75% or 50% 25% 10%

workload more (N=83) (N=182) or less
(N=159) (N=705)
Proportion receiving any in-service 96% 93% 87% 62%
training
Level 1 93% 88% 82% 58%
Induction, raising awareness,
conference, course (one meeting)
Level 2 51% 26% 27% 10%
Course (2-6 meetings)
Level 3 43% 16% 14% 4%
Qualification
Here a consistent gradient according to autism workload is seen. More of those with higher
proportions of their work in the ASD field have received in-service training, and have received it
at higher levels. Again, even for those working mainly in ASD, the most common level of training
received is introductory. For the vast majority of respondents, that is, those working 10% or less in
relation to ASD, there has been no training above introductory level. Only 14% of this group had
received training at Level 2 or Level 3.
Adequacy of training in relation to sector and workload
When the data summarised above are combined to illustrate relationships among the amount
of in-service training received, its perceived adequacy, workload in the ASD field and sector of
employment, a number of systematic differences are found.
Figure 3 illustrates the amount of in-service training received and its perceived adequacy in relation
to two groups – the relatively small group who work with the autistic spectrum for 75% of the time or
more, and the very large group whose work in this field is 10% or less. While 11% of the former group
viewed their training as being ‘inadequate’ or ‘very inadequate’ for the job they had to do, 56% of the
latter group held this view. This clearly has very significant implications for the bulk of practitioners
seeking to support ASD within mainstream settings.
20
Figure 3 In-service training and its perceived adequacy for two key
groups
100% 75% + ASD workload 10% or less ASD workload
80%
60%
40%
20%
0%
Any Level 1 Level 2 Level 3 'Inadequate'
Figure 4 illustrates the differences among the main sectors of health, education and social work in
relation to perceived adequacy of training, and the proportion of individuals who had received any
level of in-service training. These data suggest that health personnel in general are more likely to
have received in-service training in ASD and less likely to view their training as ‘inadequate’ or ‘very
inadequate’. A chi-square analysis indicates that more personnel in health have received some
degree of in-service training than those in education (p < 0.001), who in turn are more likely to have
had training than those in social work (p < 0.01). This is reflected in the smaller proportion of health
personnel who view their training as inadequate compared with education personnel (p < 0.01), who
again feel more adequately trained than social work personnel (p < 0.05). These figures are not a
function of differing ASD workloads across sectors.
Figure 4 In-service training and its perceived adequacy by sector
100% Any training 'Inadequate'
80%
60%
40%
20%
0%
Health Education Social Work
21
However, despite these comparisons, the very significant gaps in training across all sectors are the
dominant conclusion to be drawn from these figures. For very large numbers of personnel in every
sector the actual training levels are minimal, with 28% of health professionals viewing their training
as inadequate, rising to 45% in education and 58% in social work. The needs at every level are
therefore considerable.
Practitioner comments on training
Qualitative comments provided in the questionnaire responses highlighted a number of recurrent

themes. These included: difficulties in having access to training in terms of time or resources; the
need for training up-dates because of the pace at which knowledge of the ASD field is advancing;
the need for training that is specific to ASD; the inconsistent quality of available training opportunities;
and, for education staff, a frequently-expressed concern that mainstream teachers are not equipped
to support the inclusion of ASD pupils in their classes.
At the same time, practitioners recognised a number of positive developments and opportunities.
These included the growing extent to which authorities and agencies are recognising the need for
training and seeking to make a wider range of opportunities available, and the value or personal
reading and learning on the job in addition to formal training arrangements.
Conclusions
The data gathered for this training audit of individual practitioners present a consistent pattern of
findings. In relation to the summary of data presented here, the key points are:
• for practitioners working in the ASD field there are major gaps in training at
every level and across every sector
• for most practitioners, any ASD training they receive is at in-service level and
most have had no pre-service training
• the higher the autism workload, the higher is the level of training received;
nevertheless, the most common level of training received even by those
working 75% or more of their time in the ASD field is only introductory
• only 14% of those who work in the ASD field for 10% or less of their time
have any in-service training beyond introductory level, and 38% have had
none at all
• only two-thirds of those who work 75% or more in ASD view their training to
have reached adequate levels for the job they do
• only a quarter of those who work 10% or less in ASD view their training to
have reached adequate levels for the job they do, while another quarter rate
their training as ‘very inadequate’
• more health personnel have had some degree of in-service training than
education personnel, and are less likely to view their training as inadequate
• similarly, education personnel are more likely to have had in-service training
than social work personnel, and less likely to see their training as inadequate
• nevertheless, 28% of health professionals still view their training as
22
inadequate, the equivalent figures being 45% for education and 58% for
social work.
This survey therefore highlights significant gaps in training for practitioners working in the field of
autistic spectrum disorders. While, as would be expected, those who work most of their time in this
field are on the whole better trained, there are clear implications arising from the very low levels of
training received by those practitioners who have the smallest autism workloads. These practitioners
represent the overwhelming majority of respondents, but they also represent the settings where most
individuals on the autistic spectrum are likely to be placed, namely, in mainstream schools and other
generic provision. With the increasing move towards inclusion in mainstream schools and in society
in general, it is likely that the proportions provided for in these setting will rise. There are therefore
very significant training issues for practitioners in this group, as well as at every other level.
23
AUDIT OF TRAINING: SERVICE PROVIDERS
In terms of basic particulars, the questionnaire sent to 138 service providers elicited a similar range
of information to that requested from individual practitioners – sector, geographical area, type of
service and whether generic or autism specific, age range and extent to which the service worked
with the ASD population.
The questionnaire also allowed service providers to give a training profile of their service or agency,
using a range of levels against which to assess the training of their staff. Information was also
requested on challenges faced in providing training.
Sector and type of service
Of the 84 questionnaires returned from service providers, 30% were from education, 13% from health,
22% from social work, 25% from the voluntary sector and the remaining 10% from other providers.
A wide range of types of service was therefore represented. These included: 10 council education
services, 12 adult learning difficulties teams, seven social work departments, four community child
health teams, three housing associations and a range of other services such as support for learning,
respite and residential care services, befrienders and support bases in mainstream schools.
More than half of the services (55%) described themselves as being generic, without a specific
autism focus, 35% as being generic but with a specific autism focus and the remaining 10% as being
autism-specific services.
Location of service and age range covered
Respondents represented services located in all parts of Scotland. Returns were received from
services geographically located in 30 out of the 32 council areas and in every health trust area. Three
service providers operated at national level in Scotland or the UK.
The full age range was covered by 24% of services, while 42% provided services to children and
young people, and 34% provided services to adults.
Training profile of services
Providers were asked to give an assessment of the overall training profile of their service or agency.
This was done by selection of a category that best represented training levels in relation to those
personnel who had a significant role in ASD. Four categories were available: excellent – in general,
personnel are very well trained for their ASD role; good – in general, personnel have adequate
training; fair – personnel generally have some training, but there are significant training gaps; poor
– the general profile of training highlights major training gaps in relation to ASD.
A minority of service providers viewed their services or agencies as having a training profile that
could be described as ‘excellent’ or ‘good’. Figure 5 shows a breakdown of the ratings given.
Assessment of training profile varied significantly depending on whether the service worked mainly
within the ASD field. As with the individual practitioners, the highest ratings for training were given by
24
those whose workload related principally to autism while the lowest ratings were from those whose
services were least focussed on ASD. A breakdown is shown in Figure 6. The number of services
with an ASD workload of 75% or more was small (a total of 13).
Figure 5 Training profile of services: overall assessment
50%
40%
30%
20%
10%
0%
Excellent Good Fair Poor
Figure 6 Training profile of services: overall assessment by ASD

workload
50%
40%
30%
20%
10%
0%
Excellent Good Fair Poor
Services were also asked to estimate the level to which personnel with a significant role in working
with ASD had been trained, using a scale with five levels: Level 1 – no training (that is, no specific
ASD training provided); Level 2 – minor training (at autism ‘awareness raising’ level); Level 3
– moderate training (for example, SVQ 3, or attendance at several one-day courses, training events
or similar opportunities); Level 4 – significant training (extensive levels of training in ASD received);
Level 5 – highly trained (to autism degree/diploma/certificate level or equivalent).
25
Half of those responding estimated that their personnel working in this field had either had no training
or minor training at awareness raising level. The breakdown in shown in Figure 7.
Figure 7 Training profile of services: estimated level of training
40%
30%
20%
10%
0%
None Minor Moderate Significant High
Again, these assessments differed significantly between those with higher and lower service
provision within the autistic spectrum. Figure 8 provides a breakdown of estimated level of training
by ASD workload.
These figures reflect the trend of findings obtained from individual practitioners.
Figure 8 Training profile of services: estimated level of training by ASD

workload
40%
75% + ASD workload 10% or less ASD workload
30%
20%
10%
0%
None Minor Moderate Significant High
26
Factors affecting training
Service providers were asked to identify the main challenges they faced in providing training for their
personnel. These were rated on a five-point scale ranging from ‘very important’ to ‘of no significance’
and focussed on three main areas: availability of suitable training, funding and practical issues such
as releasing staff. All three of these areas were seen as being important factors affecting training.
Practical issues were identified as being the most important, followed by the availability of suitable
training. Funding, while being viewed generally as an important consideration, was rated lowest from
this group of choices. A breakdown is shown in Figure 9.
These factors seemed to be the most important to service providers as only a very few identified any
other challenges to training. These were: geographical factors, staff turnover (including highly trained
staff leaving the area) and competing training priorities.
Figure 9 Factors affecting training
60% Availability Funding Practical Issues
50%
40%
30%
20%
10%
0%
Very Important In between Little No
Important significance significance
Additional comments
Several key themes emerged from the additional comments made by service providers. These
highlighted the need for: an accreditation process for training, supported by recognised awards;
information and guidance on available training structures and opportunities; a focus on training for
practical skills such as dealing with behaviour; and an overall training strategy.
Conclusions
The information submitted by service providers presents a pattern that is consistent with the trend of
findings from individual practitioners. The key points are:
• major gaps in training have been recognised at every level and across all
sectors and services
• a minority of providers viewed their services as having an ‘excellent’ or
27
‘good’ training profile, even in relation to those personnel with a significant

role in ASD
• it was estimated that half (54%) of those who work in this field have little
(34%) or no (20%) ASD training
• service providers, however, confirm that training is highest for those who
have all or almost all of their workload within the spectrum
• the obstacles to training are viewed as being: first, practical difficulties such
as release of staff; second, lack of suitable training opportunities; third,
funding
• services would welcome an accreditation process for training, more

information and guidance on training opportunities, availability of training in
practical skills and an overall training strategy.
28
TRAINING: THE VIEWS AND NEEDS OF PARENTS
Two hundred questionnaires were issued to parents through the National Autistic Society and the
Scottish Society for Autism, and to parent delegates who had attended the Scottish Executive
conference, The Same as You: the Next Step for Autistic Spectrum Disorders, on 21 May 2002. One
hundred and thirty questionnaires were returned – a 65% response rate. This survey of parent views
aimed to be as representative as possible, but it is recognised that the overwhelming majority of
parents with family members on the autistic spectrum are not members of voluntary societies, and
that the views of this group may not be the same as the wider body of parents in general. Twenty-
eight of the Scottish local authority areas were represented, and in addition three health trusts not
specifically covered by these areas. The response therefore represented parents from almost all of
Scotland.
The questionnaire covered particulars of family members with ASD, services used and views on
professional and parental training needs. The data gathered are reported in terms of background
information, the training background (as far as known) of the service team in which family members
were based and parental rating of that knowledge, what parents considered professionals required to
know about ASD, parental training needs and any additional comments made by parents.
Age range
The returns represented 139 children, young people and adults with autistic spectrum disorders.
Families with more than one child with ASD are shown separately (N=9). The largest group was 6-
11 year olds, followed by the 12-18 year old group. A smaller number of families with young children
responded, with each age group comprising 11 or more family members. The age breakdown is
shown in Table 6.
Table 6 Age of family members with ASD
Age Number Percent Number with 2nd or

subsequent child
with ASD
0-5 11 8 -
6-11 57 44 5
12-18 32 25 2
19-25 11 8 2
25+ 19 15 -
TOTAL 130 100 9
29
Training background of service team
One hundred and nineteen parents provided information on the training background of the service
team so far as this was known. Some indicated that the particular team held more than one type of
training. A breakdown is shown in Table 7.
Table 7 Parental knowledge of professional training
Type of training Number Percent
No training 15 13
Limited training/various single events 28 23
High/specialist level including university courses 29 24
Specific training such as PECS, CALM, ASIST 3 3
Other 10 8
Not known 34 29
Parental knowledge of the training held was not particularly detailed, and in a third of cases the
response was ‘not known’, suggesting that professionals may need to be more explicit in sharing
their training background with parents.
Parents’ ratings of professionals’ knowledge
When asked to rate staff knowledge of autism on a five-point rating scale where a score of 1 was ‘low’
and a score of 5 was ‘high’, a minority of ratings (42%) were at the higher levels (a score of 4 or 5).
There were also differences in parental ratings depending on whether the provision attended was
generic or autism specific, with staff knowledge in the latter being rated more highly. More than half of
the sample were in autism-specific provision, and the overall ratings from parents are likely therefore
to be positively skewed, as they apply mainly to staff viewed as having higher knowledge levels.
In summary, parental views of staff knowledge reflected the views of practitioners. While many
practitioners have high levels of knowledge and training, the majority report very significant gaps
which require to be addressed.
What parents consider professionals need to know about ASD
In their written comments parents made it clear that they feel it is essential to have staff trained in
ASD working with their children, with many recognising that professionals have different training
needs depending on the service and role they play. Some responses spelt out anger and frustration
and a feeling that ‘if they are professionals they should already know about autism’. Key points
30
identified included the value of a ‘listening professional’, of professionals who are prepared to work
with parents and the importance of professionals keeping up-to-date with research. A strong focus
on practical help, the need for more than a basic understanding and the importance of access to a
variety of information were all seen to be important qualities in professionals working in the field of
autism. Some comments acknowledged the very real feelings of inadequacy that professionals may
feel when faced with autism.
Parental views on professional training needs were extensive. All 130 respondents had much to
contribute. A flavour of these views is presented under the four headings of knowledge, understanding,
skills and attitudes. A fifth category of resources is included as some parents drew attention to the
need for appropriate resources in supporting training.
Knowledge
Some of the points made about the professional knowledge base tied in with a sound knowledge
base held by parents about their family member’s individual presentation of ASD. Sources of
knowledge were also exemplified, such as the benefit for professionals in attending lectures given by
high functioning individuals on the spectrum to gain insight into the disorder. Comments highlighted
the need for professionals to be well trained, with views expressd that teachers must have training
and knowledge and that the generic knowledge of social workers is insufficient.
Parents listed factual knowledge required by professionals about autism in general, such as the triad
of impairments, secondary conditions, physical and metabolic issues, the history of the condition,
typical behaviour and how to deal with it, and the literal nature of autistic understanding. They
also appealed for this essential background knowledge to be applied individually and were keen
for professionals to concentrate on the child. Specific statements such as that ‘the level of spoken
language does not equate with understanding’, ‘very able children often need support with social
skills training’, and ‘constant change is not good’ were made, as were observations about learning
style: ‘autistic children see the world differently to others’, they need to learn to ‘tune in to that
particular child’ or ‘people with ASD do not learn in conventional or consistent ways’. Parents would
like to see professionals skilled in assessment, knowing about depression and stress in autism and
not least knowing how to deal with difficult behaviour. Several parents remarked on the importance
of professionals keeping up with research and teaching methods.
Understanding
There were a wide range of understandings about ASD that parents felt were necessary for
professionals. Being able to take the perspective of a person with ASD was considered very
important: ‘try to get into their world before you try to get them into our world’, ‘learn how Asperger’s
themselves feel about the condition’ and ‘understand the profound difficulties with communication,
with others, with interaction’ and ‘with responses to stressful classroom situations’.
Many parents expressed a desire for professionals to understand the constant nature of parental
support, and ‘how unbearable it can be for individual and family with the constant strain’. Parents
themselves are aware of the ‘need to learn more about the variability…of the spectrum and
uniqueness of each presentation’. A common focus on ‘the subtleties of the condition and impact
on families’ was made, with numbers of parents mentioning profound psychological problems as
well as enormous physical and time demands on parents and carers; bizarre behavioural patterns;
the devastating anti-social nature of the condition and the impact of eating and sleeping difficulties.
31
That high functioning individuals with ASD are extremely clever at masking confusion at great cost
to themselves in terms of stress was also pointed out. Caring was not considered an adequate
response: it had to be combined with flexibility and understanding.
Skills
There was a small but clear set of skills that were considered essential: these included being able
to listen, to know how to give support, to be able to collaborate and to be able to give practical
explanations. Concentration on children’s needs was valued over ‘pen pushing’: such needs included
sharing knowledge with parents on day-day management, on researched interventions which have
to be practised by parents, on helping with coping strategies and taking a problem-solving approach.
Skills in preparing children for inclusion were also highly rated.
Values and attitudes
Parents placed considerable emphasis on the importance of professionals being non-judgemental,

being able to admit to their own lack of knowledge or experience and having a commitment to
parents and professionals working together. They emphasised that their children were not naughty,
could not help their odd behaviours, might be stressed and should be valued as unique. Parents did
not like professionals ‘who know best’ and do like professionals who are compassionate.
Resources
Such knowledge, understanding, skills and attitudes need to be matched by resources. Numbers
of parents mentioned the importance of social, emotional and financial support. Many emphasised
the need for more input from education and social work. Some mentioned the age of many workers,
saying they need mature, sensible care – ‘not teenagers’. More specialist nurseries, more for their
family members to engage in socially outwith school, or work and clubs which are better integrated
were all listed. Finally, several parents pointed out that the very first professional contact with a family
should co-ordinate and direct that family to other local professionals and services – psychologist,
education, social work and financial benefits.
Parental training needs
Increasingly people are voicing the view that parents of family members with ASD may also have
training needs, not only in relation to their own family member with ASD but also in relation to ASD
in general. Respondents were asked to record any training needs they felt they have under these
headings.
Parental training needs in relation to family members
One hundred and seventeen respondents completed the section of the questionnaire dealing with
parental training needs in relation to family members with ASD. A group of 28 felt that they had
various training needs, 15 commented that they had ‘learnt as I went along’ and 17 had attended
courses or had done their own research on the internet. A number had attended an Early Bird
programme or other specific training such as CALM training. Many parents were very specific about
their own training needs. They commented on the individuality of their child and of the importance
32
of professionals seeing their child as, for example, ‘Terry, a child with autism’ rather than ‘an autistic
child’.
The individual nature of needs is reflected in the range of desired training mentioned by parents
including: different approaches to challenging behaviour, behaviour management and safety; the
importance of communication and specific approaches such as social interaction groups and social
stories; child-adult transition issues and future support; managing medication; gaining access to
services; stress therapies; supporting the non-ASD children in the family; appropriate information
for siblings; education and training for fathers and grandparents; supporting school learning such as
reading and sessions aimed at helping parents know ‘what to expect’.
More general comments were made about the difficulties of attending sessions due to respite or
support needs, the wider family training need, the need for love and patience and recognition of the
stresses associated with ASD. A number of comments also reflected the need for information, the
fact that any help would be useful, the importance of knowing how to engage and communicate well
with the professionals involved with their child, and the capacity of parents to work professionally in
the field of autism.
Parental training needs in relation to ASD in general
Although 24% of parents felt they had no training needs in relation to ASD in general, 76% reported
a variety of such needs. Some had sought to address this through attendance at courses or
information obtained from the internet, from other parents and from their children. Often parents
knew where to look for help, kept up with new research and had a general knowledge of ASD.
Some reported learning daily through their own child’s needs and felt they had a good idea of what
to expect in the future. General knowledge of services, nutritional problems, coping strategies and
effective approaches were all seen as desirable, whilst education and training were felt to be vital for
the family. Overall replies on both specific and general training needs of parents indicated that this is
an area of training that warrants further attention.
Additional comments
Every parent added at least several additional comments and it is felt essential to reflect these as
faithfully as possible. A frequently stated and resounding message from parents is that professionals
need a highly developed knowledge of autism combined with a capacity to see each and every person
with ASD as an individual. For inclusion to work, professionals need this developed knowledge base
as inclusion implies every single school, child and adult service and community provision will need to
be both autism specific and provide well in general ways for other users.
The descriptions by parents of their family members emphasise that autistic spectrum disorders
are unique as without exception people with ASD known to the families surveyed do not have a
motivation to participate and to be with other people in ways that society recognises and respects.
Many people with ASD need 24-hour care or support and their families are exhausted. They
would like their children – child or adult – to be understood, and to have support, encouragement,
supervision, someone to talk to, something to do and somewhere to go.
Comments, which are reported in the parents’ own words, are clustered around a number of
significant themes: these are health, well-being and mental health issues, adult service issues,
mainstream inclusion issues, out of school and leisure issues, diagnostic issues and a set of wider
concerns. They pose a poignant question: how may professionals respond to these common issues
33
voiced by parents of a family member with autistic spectrum disorder?
Health, well-being and mental health issues
• ‘Training that goes beyond the psychological perspectives: biochemical

dysfunction and metabolic issues concern parents’
• ‘Mental health issues, impact of secondary psychiatric problems and how to

address’
• ‘Current west of Scotland MHO training does not have a taught component
or input on ASD – worrying as new Mental Health Act now includes ASD’
• ‘Support before bullying, low self-esteem and suicidal tendencies take over’
Adult service issues
• ‘Adult services: anxiety about the future’
• ‘Concerns about the legislation: the Adults with Incapacity Scotland Act
(2000) shows no understanding of those with autism’
Mainstream inclusion issues
• ‘Importance of social interaction groups’
• ‘There should be a compulsory element of autism in initial teacher training’
• ‘Information for parents should be clear on the differences between a local

school and an ASD provision’
• ‘If the intention is to place autistic child in mainstream schooling then all staff
at that school should know a little about what to expect and how to help’
• ‘Lack of training in autism has been apparent for years: teachers and
classroom assistants in local schools still do not have knowledge of autism
and are expected to deal on a daily basis’
• ‘Grass roots staff like SEN assistants need training as they are often most
involved but may have no understanding’
• ‘Need to be more SEN schools and language units with properly trained
autistic teachers and support staff; integration into mainstream is often a
disaster’
• ‘Secondary schools are not taking on board needs (or strengths) of children
with autism; they need a huge shake up’
• ‘Education department has to take on board lack of training in mainstream

school or think again about inclusion’
Out of school issues
• ‘Some training provided for all social work department employees – there are
successes here’
34
• ‘Continuing need to raise public awareness’
• ‘Effects of lack of help: withdrawal’
• ‘Loss of normal life for carers’
• ‘Out-of-school facilities for school-aged people’
• ‘Leisure opportunities for young people and adults’
• ‘Multiple agencies may be involved’
Diagnostic Issues
• ‘Need for training in early diagnosis’

• ‘Information and counselling support at diagnosis’
• ‘If professionals listened to parents earlier then diagnosis may not be as
delayed as ours was for our son’
Wider issues
• ‘A national register of ASD persons is absolutely essential as a first step to

providing appropriate facilities’
• ‘Need more speech therapists; easier diagnosis – educational psychologists

very thin on the ground, taking years to be seen’
• ‘Quality of training programmes and the need for a person-centred approach’
• ‘No point in training professionals unless parents/care givers will also receive
full training; too many parents are left bewildered with no help/information
after diagnosis’
• ‘Everyone needs to get together to provide continuity’
• ‘Professional support for parents instead of/as well as parent support group’
Conclusions
The data gathered from this survey of parent views on training complement the information obtained
from practitioners and service providers and also provide a unique perspective on the needs
experienced by people with ASD and their families. In relation to the summary of data presented
here, the key points are:
• the significant gaps in training highlighted by practitioners and service

providers are reflected in the views of parents, a minority of whom view
professionals working in this field as having a high level of knowledge of
ASD
• the training needs of professionals are wide ranging across the areas of
knowledge, understanding, skills and attitudes, and cover both academic
and practical aspects of ASD
35
• parents value professionals who not only have understanding about ASD in
general but who also see their children as having individual needs
• professionals should be more explicit in providing parents with information

about their training and experience in the ASD field
• parents have training needs both in relation to their own family members and
in relation to ASD in general
• professionals should work together with parents in planning strategies to

address training needs in ASD.
36
TRAINING: THE VIEWS AND NEEDS OF SERVICE USERS
The views of service users on the training professionals may need in order to provide an appropriate
service are essential to any consulation process. At the same time it is recognised that these views
will represent only one part of the autistic spectrum. There are many users who are unable to express
a viewpoint because of their level of learning difficulties, their lack of effective communication
channels or their lack of engagement with the process of communication.
Careful consideration was given to how best to consult with people with ASD and to ensure that
responses might be representative rather than idiosyncratic. Several email contacts from people with
Asperger’s Syndrome offered advice, including ensuring ways of contacting people with ASD through
services and outside of services. This part of the consultation was small scale, but the importance
of future consultation is included in the recommendations of the report. The points reported here
are drawn from individual responses as well as from discussion with two groups of people with
Asperger’s Syndrome in full-time education – a leisure time group and a group of four young men
and three young women age 16 – 19 years in a further education college.
Responses ranged from strong feelings that individuals with ASD must and could be involved to
diffidence about what they could individually contribute to such a discussion. Professionals need to
be aware of this range of views and to judge sensitively when it is appropriate to seek views and when
this may be too uncomfortable for the individual user. Participants in the leisure time group had seen
the PHIS Report (Public Health Institute of Scotland, 2001) and were agreed that it was important
‘to educate everyone about autism, so that life is less stressful’. The principle addressed in holding
these meetings was that of people’s right to express a view on all matters that affect them. This is
enshrined in the Charter of Rights for Persons with Autism and is expressed as: ‘The right of people
with autism (and their representatives) to be involved in all decisions affecting their future; the wishes
of the individual must be, as far as possible, ascertained and respected’ (European Parliament,
1996). Many people with ASD do hold views on services and can advise provider organisations and
trainers about their view of training needs.
In each case group members and individuals were asked to consider three matters:
1. What sort of training about Asperger’s Syndrome do professional workers

need?
2. What sort of training do family members need?
3. What training do people with Asperger’s Syndrome need?
4. What sort of information do people with Asperger’s Syndrome need? Do you

understand it and would you like to know more?
What sort of training do professional workers need?

Responses focused on what professionals need to know and included:
They need to know what Asperger’s Syndrome is
They need to get to know the individual person and see their behaviour in
each different classroom, see if they like or dislike it
37
Find out information from leaflets that will tell them about the effects of
having it
It would be good for them to know about your behaviour and how well you
get on with others
People could go on courses
Teachers need to know why I’ve got it and know more about it
They could look it up on the internet.
What sort of training do family members need?
Responses were given in terms of sources of information for families:
They need to know about ASD from doctors, maybe more than doctors,
consultants
A psychologist’s point of view would help them understand – psychologists

can give families information
The family needs to know more about what their family member does at
college, school or work
I can help by giving my family the information I received from the college
class.
What training do people with Asperger’s Syndrome need?
Two participants did not think they had ASD or Asperger’s Syndrome, while the others knew about
and accepted their diagnosis. Several had had a late diagnosis, some only in the last few years.
Responses reflect relative importance of different types of knowledge:
They need to know a lot more about it
You need to know you are not the only one with it
You need to know there are different levels of it, to know to what degree you
have it
It would be good to know when you were younger so you could find out more
about it.
What sort of information do people with Asperger’s Syndrome need? Do you understand it and would
you like to know more?
Families and professionals are often very concerned as to how to support their family member
to develop an understanding of their own ASD. This is reflected in some of the comments made.
However, there was also clear advice offered to others with Asperger’s Syndrome:
I just don’t know how it works
I need to learn about it
38
I would like to know more
I am getting a course on Asperger’s Syndrome within the college so I can

cope and it is really helping.
Specific ideas and warnings on providing accessible information to people with ASD included:
• Websites
• Posters in the library
• Ways of reaching people outside services as well as through them
• Encouraging members of groups to pass things on to other acquaintances,

who maybe have other autistic spectrum disorders
• Bad group dynamics can violate people’s knowledge of services or events
• Confusion over traits and diagnostic rules is one of the problems that needs
surveying.
To summarise, the direction of the present study did not allow for extensive consultation with service
users. Such consultation is not straightforward, but is valuable. People on the autistic spectrum
need information, need it made available in a variety of ways so that there is something to suit
everyone, can help to inform others, need attention to be given to establishing and keeping a positive
group dynamic since groups by their nature are not easy for people with ASD, and want to feel that
appropriate work on diagnostic criteria is being undertaken in Scotland. We would recommend that a
very carefully considered piece of work is undertaken to consult with people with ASD about the ways
in which services and professional knowledge impact on their life experience.
39
CURRENT TRAINING ARRANGEMENTS
Any attempt to provide an overall account of existing training arrangements for ASD throughout
Scotland is complex owing to the extremely diverse range of services that include some type of
training component, and the lack of any framework to which these services might be related. In every
health and education service there is likely to be an individual or team involved in training, whether
this is of a generic nature or specific to ASD. For example, all 32 education authorities provide an
educational psychology service, and the provision of training, much of it in the area of additional
support needs, is one of five core functions offered by these services (MacKay, 1999; Scottish
Executive, 2002). Most such services, except perhaps in the smallest authorities, will have at least
one member of staff who specialises in autism, and who will provide training in this area as requested
and as resources allow, as part of a wider programme of service delivery. A similar context may be
found in various other departments such as speech and language therapy services, child health
teams and area network support services in education.
In addition, there are significant training opportunities organised and provided by agencies outwith
Scotland but available to professionals in Scotland. Some of these make a major contribution to
specialist training for key staff at the highest level. The most significant of these is the Birmingham
University autism programme, which is offered by distance learning with local tutors based in different
parts of Scotland. The accredited courses are offered at all levels through to higher degree level. To
supplement these opportunities, and to make training available to a wider group of practitioners who
may not have formal university entry requirements the university introduced a web-based certificate
programme in ASD in January 2003. A number of other training opportunities organised and provided
by individuals or agencies outwith Scotland are of a sporadic nature. This can include some major
training courses in recognised programmes such as TEACCH, PEP-R and PECS. For all of these
reasons it would not be feasible to propose a comprehensive audit of training provision.
It was against this complex background that the audit of existing training arrangements was undertaken,
drawing evidence from a number of sources. A national survey of existing training arrangements in
Scotland for ASD was carried out, supported by follow-up interviews and questionnaires. Evidence
was also obtained from the case studies and consultation meetings. In addition, available information
was collated on university courses offered at national level by the University of Strathclyde and the
University of Birmingham.
Providers of training
Training providers were targeted and were asked to give basic particulars of their service, its
geographical location, whether the training service was generic, generic with a specific focus on
ASD or an autism-specific training service. The age range addressed and the volume of workload in
relation to ASD were also explored, as well as the type of training, the people to whom it was offered
and the main focus of training. Additional comments were sought. Questionnaires were issued to 67
training providers. Of the 35 respondents, the preponderance were from the health sector, whose own
knowledge of autism may mean they see the need and are requested to provide training for others.
Education, social work, voluntary societies and the independent sector were also represented. A
breakdown is shown in Table 8. Twenty-two of the training providers served a particular geographical
area while three covered all of Scotland and one covered the UK.
40
Of the 35 providers, 20 were generic without a significant autism focus, 12 were generic with a
significant autism focus and three were autism specific. Nineteen of the providers deemed their
autism workload to be less than 10%, while 10 saw it as a quarter of their workload and only the three
autism-specific training providers had a 100% focus on ASD.
Table 8 Training providers
Training Generic Autism Age range

providers Frequency Generic with ASD Specific
focus
All C/YP Adult
Health 23 11 10 2 5 11 7
Education 1 1 - - - - 1
Social Work 5 4 1 - 5 - -
Voluntary 5 3 1 1 1 - 4
Independent 1 1 - - - 1 -
Total 35 20 12 3 11 12 12
The main groups of training providers were speech and language therapists, support services for
adults and children with learning disabilities, social work development staff, community learning
disability teams and social and leisure support services for people with disability. Training was
also provided by, for example, a clinical genetics service, housing and housing support services,
adolescent mental health and training to service providers for adult learning disability. In terms of
age an even distribution was found across childhood, young people and adults, though the actual
provision of training cannot be assumed to be represented here since responses across sectors
were uneven.
Types of training provided
Respondents were asked what level of training they provided or contributed to. Three main groupings
were given – university or college validated courses, conferences and workshops, and distance
learning and web based training – together with a range of other options. Only seven of the 35
contributed to university or college training, including the MSc in Educational Psychology, seminars
for medical students, mental health modules and contributions to the PG Diploma in Autism at its
various locations in Scotland. Twenty-two provided workshops and conferences, offering training
days, contributions at special interest groups or in-service days and a range of specific opportunities
such as the NAS Early Bird programme or training through the Scottish Society for Autism’s Centre
for Education and Training in Autism. Other types of training included informal case-specific training,
ASD awareness training, ‘More Than Words’ Hanen training for parents, training in assessment
and the use of assessment tools, and in one case funding for web-based training. One organisation
geared training specifically for parents, 21 to professionals and the remainder to a mixed clientele of
parents and professionals.
41
Professional groups for whom training is provided
Training providers were asked to specify whether they offered pre-service or in-service training for
education, health and other professional groups. A breakdown is shown in Table 9.
Few providers offered pre-service training either to teachers or to medics, the greater emphasis
being on provision of in-service training, with a small number of providers making this the main
focus of their training. Those who provided training for other health personnel offered it to specialist
registrars, nurses, occupational therapists, speech and language therapists, psychiatric and
paediatric services, social workers and trainee psychologists. Other professional groups being
provided with training included social services, support workers, educational psychology trainees
and respite care staff. The target groups for training included many of the professions that are likely
to be involved in autism, from parent/child early intervention right through to staff working with adults
with learning difficulties and autism.
Table 9 Groups for whom training provided
Not provided Some provided Main focus
Pre-service teachers 31 3 -
Teachers in service 17 14 3
Other education personnel 17 15 2
Pre-service medics 30 4 -
Medics in-service 23 8 2
Other health personnel 15 14 5
Other professionals 16 11 5
The results from training providers resonate well with the data from the training audit undertaken with
professionals: little is offered at pre-service level and more is offered at in-service level as continuing
professional development. The respondent training providers worked fairly evenly with education
and health personnel, as well as with a range of others.
What was the main focus of training provided?
In terms of content, training was often developed to meet either perceived need or local demand. A
wide range of training content was noted, including the triad of impairment, behaviour management,
42
education, diagnosis and intervention, communication, challenging behaviour and communication

environments. One provider focused on art therapy whilst another looked at clinical assessment and
genetic diagnosis.
Evidence from follow up, case studies and consultation
Follow-up interviews and a short follow-up questionnaire were undertaken to tap further into the
experience of training providers. Considerable information was also gleaned from the case studies
about the range of training that these particular service providers sought, participated in and provided
for others.
Training initiatives in ASD are being pursued all over Scotland: practitioners are making it clear
that they have training needs and are motivated to learn. There is much of interest and value
being achieved, but there is little co-ordination and few providers being strategic in what they are
offering and trying to achieve. Locally practitioners are having access to help from others with more
experience than themselves. Those providing training of this kind often take it on as part of their
workload and out of a deep commitment to people with autistic spectrum disorders and their families:
this can be both rewarding as well as draining in terms of their core commitments in their own work.
Sometimes practitioners report having to pull back from such training commitment in the interest
of focusing on their own service provision. Such ad hoc arrangements raise issues about quality,
effectiveness and whether such contributions can be made the most of if they are not part of an
overall local strategy for training.
It is possible to identify five distinct clusters of training: first, considerable effort goes into practical
preparation of staff in-house; second, there is a local layer of training that includes an almost unlimited
range of initiatives on a seemingly ad hoc basis; third, there is a layer of training to which access
is gained by support workers in various disciplines; fourth, there are undergraduate opportunities
for training in FE colleges and HE institutions that are usually introductory, non-specialist and not
universally available, and finally there is a range of postgraduate, CPD opportunities for training,
all of which include ‘something on autism’, but only a few of which provide specialist training that is
commensurate with the academic levels of the substantive programme.
In the chapter on The Training Need a template for planning training needs is identified, highlighting
awareness, general and specialist levels in the training people wish and need to have access to
according to whether they are in undergraduate, professional training or continuing professional
development modes and in relation to the degree of ASD specialism in their jobs.
The five clusters of training interest that follow also relate to these levels. Someone with periodic,
non-specialist contact with ASD may, for example, attend an introductory session on a particular
approach in locally available training, whereas a person with regular and specialist contact may want
to complete a whole programme to become a specialist in the same approach.
What is happening in training for ASD in Scotland at the present time?
The range of training opportunities drawn from follow up, case studies and consultation is presented
in Tables 10-14. These tables show practical preparation for working with ASD that normally takes
place in the workplace. At this level practitioners should be encouraged to keep a CPD folder to
which they can add as their experience develops. This will act as a resource, but also ties in with
recommendations connected with recognition of prior learning.
43
Table 10 First layer: practical preparation in-house
Pamphleted information Practical experience

Use of books and video Information sharing
Child-child support: buddying Working alongside people with experience
Pupil council decisions to help Help which is unique to the service
Use of the internet Background information followed by
Daily briefings individually-tailored support
Discussion Work shadowing
Planning meetings Observation visits
Joint working Service newsletters
Parent support and input
The second layer of training identified comprises an almost unlimited range of topics. Often training
in this layer is practical in nature, focuses on the application of strategies and skills, and is very
supportive in terms of practitioner confidence and ‘know how’. Specific approaches may be geared
to the autism, but need to be interpreted and individualised if they are to be successful in practice.
Jordan, Jones and Murray (1998) point out in their review of early intervention that in the UK we are
far more likely to be eclectic in our approaches and to try to match the approach to the child, rather
than the child to the approach. Such matching requires sensitivity and careful interpretation. The
message of this layer of training is usually that different approaches suit different individuals.
Given the range of opportunities presented at his level, practitioners may be able to match courses
to their current needs. However, it is also likely that for individual practitioners the reality is that this
range of choice is not consistently available. Practitioners may become skilled in the use of one or
more approaches. In terms of this learning being recognised this layer should also be recorded in a
personal CPD folio or folder.
Table 11 Second layer: local training examples
Conferences I am Special Sonrise

Short course – one or more sessions Social stories TEACCH
Planned support from SALT Social skills training Early Bird
Raising awareness Sensory processing CETA
Augmentative communication Brain Gym NAS
Environments for learning Early intervention PECS
Professional associations Parent training CHAT
Hanen More Than Words ICAN SPIRALS LOVAAS
LA/CPD/Staff development Circle time SPELL
Behaviour support Induction
The third layer of training clustered together is a group of experiences and awards that are available
to practitioners working in support roles. The survey showed what an important role support staff
play in the successful running of services. As yet none of these courses is specialist to ASD, but
discussions are under way and funding is in place to develop an ASD-specific unit in the SVQ 3/HNC
cluster skills.
44
Support assistants take on a variety of roles – often direct personal support in class, in speech and
language therapy sessions, as part of early intervention schemes and in inclusive pre-school and
early primary education. Skills may initially focus on early stages, but some support workers remain
with a charge for many years. A combination of experience and study can allow such workers to have
access to further training through recognition of prior learning.
Table 12 Third layer: training for support workers
SALT support assistants Pre-school intervention projects

Classroom assistants Evening and twilight
Additional Support Needs assistants PD Awards
SNNEB Scottish Group Awards
NC HNC working with children in the early
HNC years
SVQ HNC child care and early education
Residential child care workers HNC social care
Children, young people and adults on the autistic spectrum are likely to encounter a range of
professionals. Parents express serious concerns about their child’s capacity to anticipate and be
prepared for medical visits, changes of school or changes of personnel. Only a few of the professionals
shown in Table 13 have core specific preparation for working with individuals on the spectrum, but all
could meet and work with such individuals. These groups of workers need basic awareness of ASD
if they are to support them in the many settings implied by these varied professional roles. Numbers
of these professionals could be called ‘pivotal’, as they may lead teams working with pupils or clients
or patients with ASD needs. Where only a few hours of training are offered at undergraduate level,
these professionals will in due course want to have access to postgraduate specialist training.
Table 13 Fourth layer: undergraduate courses, FE and HE institutions
Speech and language therapy Social work

Occupational therapy Psychology
Physiotherapy Nursing: 7 varieties of community
Art therapy nurse – CMHN,CLDN, district nursing,
occupational health nursing, community
Music therapy
children’s nursing, public health nurses
Dietetics (can register as health visitors), practice
Chiropody nursing
Teaching Learning disability nursing
Medicine Psychiatric nursing
Dentistry Pharmacy
Housing Residential Care awards
Employment BAECS
Mental health care
45
The fifth layer of training identified is the layer at which specialist training is far more likely than
at undergraduate level. It has been established that such specialist training is associated with the
volume of autism-specific work that an individual professional undertakes. Contractually-linked CPD
initiatives such as the Agenda for Change and the Chartered Teacher Initiative herald the return
of a range of professionals to study. For those in the field of autism there will need to be specific
opportunities linked soundly to practice developments.
Table 14 Fifth layer: postgraduate, CPD opportunities for training
Counselling Postgraduate support for learning

Teaching Art therapy
Social work Music therapy
Clinical psychology Play therapy
Educational psychology PG public health nursing
GP registrar training Nurse specialists
Specialist registrar training Master’s level nursing studies
Paediatricians SALT postgraduate studies
Psychiatry PG Autism, Cert., Dip. and MSc
Community mental health Web-based autism programme
Each of these layers of training can be seen to link to education, social work services, community
and health practitioner needs. All of the practitioners listed operate in a generic system in which they
may specialise to a greater or lesser degree. Within these generic pathways, specialist services are
developed. As has been noted, service development often precedes development of training.
Training at national level
There are four Scotland-wide training providers for ASD: the University of Birmingham, the University
of Strathclyde, the National Autistic Society and the Scottish Society for Autism
University training
To date anyone based in Scotland who is planning to study ASD through an accredited route in
Higher Education has had a choice of two university providers: the University of Birmingham and
the University of Strathclyde. The University of Birmingham provides distance education options with
tutor support and has developed the first on-line programme of study of its kind. A number of tutors
teach both on the Birmingham and Strathclyde programmes, and a number of on-line tutors have
been recruited from the graduates of the Strathclyde autism programme. This web-based programme
is open to students within the UK and Ireland, and will be available world-wide in the foreseeable
future. Table 15 shows the credits for the different undergraduate awards offered at the University of
Birmingham (children or adults). The Birmingham courses are normally offered in several modes of
study: campus based, distance and web based.
46
Table 15 Undergraduate programme at University of Birmingham
University Certificate (ASD): a practice-based Web based or campus based or

course completed over one year – 60 credits at distance education
HE Level 1
Certificate of Higher Education (ASD): 120 Web based or campus

credits at HE Level 1 which could serve as a
springboard for further higher level studies
ACE – 3 modules at 20 credits each at HE Campus or distance

Level 3 (not Master’s) = 60
BPhil – 4 modules at 20 credits plus 40 credits Campus or distance

for the 10,000 word dissertation = 120 credits at
HE Level 3
A broad equivalence of level can be drawn between the Birmingham and Strathclyde courses at
postgraduate level. Table 16 shows the direct match between the two courses in terms of credit
value.
The postgraduate autism programme based at the National Centre for Autism Studies, Faculty of
Education, University of Strathclyde is offered on campus and throughout Scotland through local
face-to-face outreach delivery. In more remote areas it can be offered on a combination of face-to-
face contact and distance support materials.
The Raising Awareness of Autism module provides an overview of autism that suits practitioners
working in generic services or seeking a broad-based introduction to ASD at postgraduate level. It
may be taken for continuing professional development or for credit. It can be recognised for credit
within the multi-professional certificate or diploma should a student proceed to the full course. There
is a combination of core and option modules. Teachers who have a current award in Support for
Learning can be awarded credit in the autism programme.
Table 16: Birmingham and Strathclyde University comparisons
University of Birmingham University of Strathclyde

Raising Awareness of Autism – one
module – 15 credits (postgraduate) SHE
level M
Meeting the Curriculum Needs of Pupils

with ASD in Mainstream Education
(Chartered Teacher Programme) SHE
level M
Developing Inclusive Approaches for

pupils with ASD in Mainstream Settings
(in partnership with Scottish Society for
Autism) SHE level M
47
University of Birmingham University of Strathclyde

PGCert – 3 modules at 20 credits each at Multi-professional Postgraduate
HE Level M* (Master’s) = 60 Certificate in Autism – 4 modules at 15
Master’s credits = 60 credits SHE level M*
PGDip – 6 modules at 20 credits each at Multi-professional Postgraduate Diploma

HE Level M* (Master’s) = 120 in Autism – 4 modules at 15 Master’s
credits + 60 certificate credits = 120
credits SHE level M*
MEd – 6 modules at 20 credits each at MSc in Autism – dissertation of 12,000-

HE Level M* (Master’s), plus 15,000 word 15,000 words at 60 credits plus 120
dissertation for 60 credits = 180 credits in diploma credits = 180 credits in total. SHE
total. level M*
(Note: * represents equivalence)
An ASD option module is provided in the Chartered Teacher programme: ‘Meeting the Curriculum
Needs of Pupils with Autistic Spectrum Disorders (ASD) in Mainstream Education’. In addition there
is a module run in partnership with the Scottish Society for Autism: ‘Developing Inclusive Approaches
for Pupils with ASD in Mainstream Settings’. These two modules are also recognised for credit within
the autism postgraduate pathway.
The voluntary sector
Highly specific and specialised services have been needed in the field of autistic spectrum disorders.
In what continues to be called the ‘voluntary sector’ two principal organisations in Scotland employ
large numbers of autism practitioners. There are smaller more local voluntary sector societies
that also employ workers and engage in service provision and training. The two lead national
organisations are the Scottish Society for Autism (SSA) and the National Autistic Society (NAS). The
Scottish Society for Autism employs over 500 people, while the National Autistic Society in Scotland
employ in the region of 300. The two organisations have training and staff development policies,
make a huge commitment to the continuing professional development of their staff and also provide
training services widely across Scotland. A very big issue for these organisations is the retention
of staff, as it is for social services in general: training opportunities bring increased job satisfaction
which in turn can impact on retention of staff in this field (SSA consultation). Both organisations cater
for school-aged children, young people and adults, but both also provide for people with ASD lifelong,
year round and often on a 24-hour basis.
Interviews were held with the senior staff member in each of these organisations and these inform
what follows. The National Autistic Society undertook raising awareness training for all social work
employees in Scotland in a three-year project reported in the case study section and the NAS
publication ‘Improving Understanding’ (Broach et al., 2004). The Scottish Society for Autism has
developed a range of training in response to local authority need. Both organisation contribute to
the professional knowledge base in Scotland. As parent-led organisations they also understand fully
the demands and stresses of autism for the family. NAS offers the Help! programme, an information-
based approach to parent support and education about ASD.
48
The Scottish Society for Autism runs a well-established Centre for Education and Training in Autism
(CETA). Their programme highlights five levels of autism-specific training, from induction through to
postgraduate study (Table 17).
Table 17 CETA levels of education and training
LEVEL 1 Induction Package, Insight into Autism, Autism Focus
LEVEL 2 Advanced Course in Autism, SSAC Conference, SSAC Regional

Workshops
LEVEL 3 TEACCH 3 Day, External Conferences
LEVEL 4 TEACCH 5 Day, AAPEP and PEP-R 5 Day; ACE – Birmingham

University; Postgraduate Certificate in Autism – Strathclyde University
LEVEL 5 B Phil – Birmingham University; Postgraduate Diploma in Autism

– Strathclyde University; MSc in Autism – Strathclyde University; M Ed
– Birmingham University
They also recognise three levels of practice for their own staff: Autism Practitioner Level 1, Autism
Practitioner Level 2 and Autism Practitioner Level 3. This structure is an important strategy in terms
of staff retention, as each level is linked to responsibilities and to pay. These grades of staff reflect
different levels of experience, training and responsibility. General Workplace Training for SSA staff is
similarly organised, but into four levels (see Appendix 3).
The societies both see clear links between training and the quality of service provided: staff in
training open up, and begin to debate and talk about their practice and embrace the core values of
the service. The national initiatives towards a fully-trained care workforce will have a direct influence
on the client experience. SSA operates residential services, an advisory service, community support
and a school. They have a full-time education advisor supporting local authorities with inclusion and
advocacy and in addition provide parent training and many other client services.
The National Autistic Society in Scotland benefits from being part of a UK-wide organisation. It runs a
training and consultancy department offering conferences, events, training and consultancy to a wide
range of people and works collaboratively with a number of higher education institutions. In-house
training opportunities for staff are provided through a series of courses (Table 18, overleaf).
49
Table 18 NAS in-house training opportunities
The autistic spectrum ASD in special schools

Diagnosis and assessment ASD in mainstream schools
Introduction to SPELL ASD and the environment
Practical applications of SPELL Behaviour management
ASD and communication Alternative therapies
Principles of early intervention Adults with Asperger’s Syndrome
ASD and organisational issues ASD and the environment (school, adult
Care planning and keyworking care, workplace)
NAS has four Licensed Autism Trainers in Scotland, and as well as Help! (their six-week parent
programme aimed at supporting families of someone who has had a recent diagnosis), they run
Early Bird Training for early intervention, and PARIS (Public Autism Resource Information System),
a database of ASD resources. All NAS training is underpinned by the Society’s SPELL philosophy
that experiences should have structure, be positive, be empathetic, be low arousal and forge links
between people and in learning.
Consultations
The survey of training was supported by follow-up consultations with a number of service providers
and training providers. Consultations took place with representatives of Aberdeen City, Aberdeenshire
Council, Comhairle nan Eilean Siar, Dumfries and Galloway Council, Glasgow City Council Autism
Working Group, Glasgow City Council Education Department, Highland Council’s Autism Review
Project Management Team, the National Autistic Society in Scotland, Nautical College staff and
students in Glasgow, the Scottish Autism Research Group, the Scottish Executive Autistic Spectrum
Disorder Reference Group and the Scottish Society for Autism.
Individual consultations also took place with representatives of a number of organisations: Glasgow
City Council, the National Autistic Society, NHS Education for Scotland, QAA Scottish Credit and
Qualifications Framework and the Scottish Society for Autism. All had a focus on training as part
of their working agendas and were able to offer constructive advice about local training needs and
national priorities and perspectives. In addition a number of service providers were invited to prepare
short reports describing their service, with a particular focus on training issues. These are reported
in Appendix 2.
Higher education
One other form of consultation was undertaken. All Scottish higher education institutions offering
initial vocational courses in education, social work, medicine and speech and language therapy
were approached with a short questionnaire to explore what is being offered to undergraduates in
preparation for entering these professional disciplines. Respondents were asked to give an overview
of their courses and the awards offered at undergraduate and postgraduate levels, describing content
in relation to additional support needs and to ASD, whether this was core or optional, the stage at
which it was offered and the background of staff in ASD. They were also asked to comment on their
view of the relative importance of including ASD material in their programmes.
50
Twenty university faculties or departments were approached, with responses from five representing
teacher training, postgraduate support for learning, inclusion and ASD studies, the BA in Early
Childhood Studies, speech and language therapy and social work. These are shown in Appendix
4. The increasing importance of ASD, especially within the context of inclusive education, was
recognised:
‘We feel it is an important optional element to offer to students undertaking our postgraduate awards.’
Education
‘While it has always been important, it has become increasingly so. This is because of the increasing
numbers of pupils with autistic spectrum disorders in mainstream schools; it is also because of
the increased knowledge, understanding and diagnosis of autistic spectrum disorders, particularly
Asperger’s Syndrome.’ Initial teacher education and PG in Inclusive Practice
‘Important in context of understanding development/personality and in delivering appropriate service.’

Social Work professional training
‘Increasingly important as more and more children with autistic spectrum disorders are being included
in mainstream schools.’ Initial teacher education and BA in Childhood Studies
‘Viewed as important and will have more time on the revised course programme which starts in
2004.’ Speech and Language Therapy
‘Important to have something on ASD in an ITE programme. Just how much is open to debate since
there is a wide range of learning difficulties which students need to cover.’ Concurrent ITE.
The range of courses offered was wide, even in these five institutions. Only one specialised in ASD,
and this was mainly a postgraduate initiative. Others offered single modules of study or very small
amounts of time to address something as specific as autism. This follow-up exercise raises questions
about the level of input that can be achieved with minimal amounts of time: can such input match the
overall level of a course? It would seem that in higher education as in other areas there is a challenge
to find ways of raising awareness of autism, far less to offer something sufficiently specialist.
In summary, the follow-up consultations reinforced the usefulness of a training framework and
identified gaps in training at all levels, as had the surveys, for a range of professionals.
Conclusions
The provision of training for autistic spectrum disorders throughout Scotland is very diverse in
terms of structure, content, the professional groups targeted, the range of training providers and
the extent to which training has a principal focus on ASD. It varies from individuals working locally
in health, education or other services to university departments and large voluntary organisations
with extensive national training programmes. It has been noted that it would not be possible for an
investigation of this area to be comprehensive, or to be representative of the full training picture for
ASD in Scotland. The purpose of this survey was therefore to be illustrative of the range and type of
training provided, and to highlight key issues in current provision.
Numerous training efforts are under way. What appears to be lacking is any sense of a co-ordinated
approach to training, or a strategic plan to ensure inclusion of all relevant professional groups, as well
as the provision of training over time.
51
THE TRAINING NEED
Evidence from the ASD literature
In addressing the issue of training needs for working with people who have autistic spectrum
disorders, it is necessary to consider not only the evidence obtained from practitioners and from
service providers but also the available literature relevant to training issues. Such evidence as is
available reflects the pattern highlighted in this report, namely, that there are very significant gaps in
expertise among professionals and high levels of training need.
Jordan and Jones (1996) reported on a survey completed by 196 special schools in Scotland. When
asked whether any staff had had training in autism, two thirds said they had not. They recommended
that authorities should develop a training policy for autism, so that all staff working predominantly with
ASD would have appropriate training. They also recommended that a range of training opportunities
should be available to staff at a number of different levels. With the likely increase of pupils with ASD
in mainstream schools, it was recommended that all teachers should have awareness training. The
need for a co-ordinated approach within each authority was highlighted.
Training was a key issue raised by the National Autistic Society in its report, ‘Autism in Scotland’s
Schools: Crisis or Challenge?’ (Barnard, Broach, Potter & Prior, 2002). The report was based on
169 completed returns received from a survey of two Scottish education authorities. Nine out of
every 10 schools (89%) were dissatisfied with the extent of teachers’ training in autism. Only 12%
of the 2,658 teachers covered had received any autism-specific training, and the majority had only
between one and four hours. In addition, 40% of schools with pupils with ASD had no teachers with
autism-specific training at all. In schools without ASD pupils, only 7% of teachers had any awareness
training, raising, among other issues, concerns about early identification of such problems.
It may not be surprising in these circumstances that a significant proportion of responding schools
(33%) said inclusion was not working. Training, however, made a difference, with only 13% of schools
with adequate training being negative about inclusion against 32% of those with insufficient training.
The report recommended that education departments should plan to train all teachers, assistants
and specialist professionals in awareness and understanding of autism, and also that basic teacher
training should include modules on behaviour management and approaches to learning in relation
to ASD.
The ‘Good Practice Guidance’ for autistic spectrum disorders, produced jointly by the Department for
Education and Skills and the Department of Health (Department for Education & Skills, 2002), while
representing the context of England and Wales, highlighted a number of training needs. In particular,
it was recognised that training is not a static issue. Research and practice in ASD continued to
identify new perspectives and approaches, so that all professionals needed to update their skills and
knowledge. Their specific recommendations included the following:
• an ASD training policy that is regularly monitored and reviewed
• consultation with all sources of local ASD-specific knowledge, such as

parents and specialist providers from the voluntary and statutory sectors, in
devising training packages
• a local audit of existing skills, ASD qualifications and training needs to inform
planning for meeting these needs
52
• involvement of parents and specialist providers in auditing the training needs

in the area
• mechanisms for dissemination of knowledge gained from training through

feedback to other staff
• evaluation of the effectiveness of training.
The National Autism Plan for Children (National Initiative for Autism: Screening and Assessment, 2003)
contains the most detailed recommendations on training. These ‘NIASA guidelines’ were produced in
collaboration with the Royal College of Psychiatrists and the Royal College of Paediatrics and Child
Health. Its working group overwhelmingly comprised health professionals, and its focus on aspects
of ASD within a health context is very much reflected throughout. It also represents essentially an
English rather than a Scottish context, but its recommendations have considerable value when ASD
provision across the UK is considered. The report contains many proposals regarding training. It
also sets out illustrative ‘minimum standards’ for a range of relevant professions including: general
practitioners, health visitors and community nursing staff, education personnel such as teachers
and classroom support staff, speech and language therapists, clinical psychologists, educational
psychologists, social workers, paediatricians and psychiatrists. These illustrations were prepared by
core group members allied to the relevant professions.
Many of the NIASA recommendations are complex and focus on levels of detail that are mainly
relevant to the thrust of the report in terms of diagnosis and early assessment, rather than to
more general proposals for establishing a training framework. However, a number of key themes
corresponding to some of the principal recommendations arising from the current research may be
extracted:
• locally available ASD training (including distance learning) is a requirement
for all who have daily contact with individuals on the spectrum
• all local provisions should keep a database of the ASD knowledge and
experience of staff; this information would increase parental confidence in
provision
• a national network with a focus on ASD training should be developed
• a national multi-agency group should agree and monitor national standards

for training programmes
• ASD awareness should be incorporated in the core training curriculum of

each professional group
• at least one person in each professional group in every area should develop
special ASD expertise
• training should be available for parents, carers and families.
The needs of families both to participate in training and to be confident in the levels of expertise of
professionals is of central importance. Given that the person with autism spends time in a variety of
settings – educational, health, social work, respite and residential facilities, and a variety of living and
workplace situations – there is a training need for staff across all of these settings. This point has
been raised by parents, who have expressed concern that their family member with autism should
be supported by trained and knowledgeable staff (Dunlop, 1998).
53
Evidence from the training audit
The wide-ranging issues outlined in the literature, together with many additional aspects of training
need, are clearly demonstrated in the evidence that has been gathered for this study.
First, at pre-service level, universities, colleges and other providers of higher and further education
need to review their course structures and content to ensure that there will be an appropriate
level of autism awareness raising or professional training. At the level of continuing professional
development, education, social work and other services need to review the current levels of training
of their staff and to support local plans for addressing the existing shortfalls.
Second, there needs to be a coherent framework of training that will have relevance and consistency
across all sectors, all professions and all levels of involvement with the ASD population. This
will require to articulate with national standards of training and education, so that it will support
professional and local plans for training, will assist in the development of co-ordinated approaches
and policies and will provide a basis for the disparate training opportunities to move towards
accreditation on a common basis.
Third, there needs to be a collaborative approach to training that involved parents and families and,
where appropriate, people with ASD themselves. This would allow joint plans based on recognising
shared needs and priorities, would support parents and families in addressing their own training
needs and would promote the sharing of information with parents about professionals’ current levels
of training, leading to greater confidence in local provisions or at least to agreements about training
needs.
In regard to the first of these requirements, a template is provided below as a basis for planning
training needs at pre-service level and in continuing professional development. In regard to the
second, a training framework is proposed in the following chapter. Together, these would form a
background to collaborative local and professional plans involving parents, families and individuals
with ASD.
Planning training needs: a template
In general, at each stage in training or career progression there should be a clear relationship between
professional role and level of training. Table 19 provides an overall template. At the undergraduate
stage all professional groups should have ASD training at ‘awareness raising’ level. In professional
training courses and in subsequent CPD, the level of training provided should reflect the extent to
which the professional role will demand working with an ASD population. In preparation for periodic,
non-specialist contact with people with ASD there should be a general level of training, while for
those being prepared for regular or specialist work in the ASD field there should be appropriate
specialist training.
This may be illustrated in relation to two professional roles: that of clinical psychologist and of
health visitor. At the undergraduate stage all prospective clinical psychologists would receive ASD
training at awareness raising level in general psychology courses. During the subsequent three-year
doctorate in clinical psychology, the expectation would be to provide training above the general level,
as the professional role would be likely to demand specialist contact with individuals with autism.
A degree of specialist training would therefore be expected to prepare for a role in identification,
assessment and intervention. The level of specialist training would increase in relation to subsequent
CPD, particularly for those working more intensively in the ASD field.
54
Health visitors would require ASD training beyond awareness raising level, as all would be expected
to have periodic, but often non-specialist, contact with individuals with autism. During professional
training they would therefore be expected to be trained to a general level in ASD, with knowledge of
the triad of impairments and its implications, together with an understanding of issues of prevalence,
interventions and outcomes. Those who went on to work more closely in the ASD field would then
undertake more specialist training at CPD level.
These proposals would have implications for almost all professional groups. The training profile in
most professions is approximately one level lower than that which would be required for discharging
an appropriate role in relation to autistic spectrum disorders. That is, there is frequently no training
when awareness raising is the required level; there is only awareness raising when training should
be at general level; and there is general training when specialist level is required.
Table 19 A template for planning training needs
Level
Stage of
training Professional role
1 2 3
Awareness General Specialist
Initial/
undergraduate
training
All personnel •
No role in relation to ASD •
Professional Periodic, non-specialist

training contact with ASD •
Regular or specialist
contact with ASD •
No role in relation to ASD •

Periodic, non-specialist
CPD contact with ASD •
Regular or specialist
contact with ASD •
55
EXEMPLARS OF PRACTICE
Any consideration of training must be seen in the context for which training is required. Consequently
the needs of professional autism practitioners are closely interwoven with the trainers’ and service
providers’ perspectives. This means that a working knowledge of autism is required at various levels
of the system. Service providers need to be informed in order to provide and manage services
appropriately, trainers need to have an understanding of the service provision, of the client or pupil
needs and of how autism-specific knowledge might enhance a service, and autism practitioners need
training in order to work effectively on a day-to-day basis. In addition service users and their families
may benefit from a range of information including help that is ASD specific. Raising awareness of the
benefits that accrue through learning about ASD should also be part of professional development.
The training needs for a small primary school support base which includes several pupils with autistic
spectrum disorders will obviously differ from the training needs of an adult psychiatric service. There
may be core elements needed across professional disciplines as well as specific service-oriented
understandings. In the past speech and language therapy may have been the only professional
discipline that recognised that a core training element in autistic spectrum disorders was required.
With active steps being taken nation-wide towards inclusive services in an inclusive society, the range
of professionals for whom some knowledge of ASD becomes essential has widened considerably.
This need for a good knowledge base that can be applied to particular working situations raises
the question, ‘What is so special about autism?’. Why is it that ‘autism-specific’ provision is talked
about? It is the unique nature of autism that demands such knowledge and application of it in order to
make a difference. If similar outcomes for individuals with autism could be achieved through generic,
inclusive and less specifically informed approaches, then that would be the road to follow. There is a
sufficient evidence base to illustrate the greater success and improved outcomes for individuals with
ASD when services and professionals take account of what is known about ASD. This does not on
the other hand mean that services for autism need to be ASD exclusive. It means something even
more challenging, namely, that ALL services need the capacity to be ASD-specific so that people
with ASD can be included. Fortunately there is also evidence that ASD specific approaches may be
helpful for other groups and arguments have been made that once a service becomes ASD specific
it is also demonstrating a general good practice profile.
In addition to the consultation process with professional bodies, training organisations, educational
institutions and the HE sector, in order to bring some of these issues alive approaches were made
to a primary communication unit, an adolescent psychiatric service, a specialist nursing service, an
SEN base in mainstream, two specialist autism organisations, a diagnostic service, two secondary
specialist units, a Tier 3 health service, a speech and language service, an FE provision and a local
authority education department. The Improving Understanding project undertaken by the National
Autistic Society to provide basic autism awareness training to social work staff under Section 9 of
the Social Work (Scotland) Act 1968, provided insights into training for social work services (Broach
et al., 2004). Thus services were targeted across professional disciplines, across the age range and
geographically.
All prospective case studies were approached to provide accounts of professionals’ background,
training in ASD, examples of good practice, the client group and experience of staff. Current
training – in-house, in institution and externally – for a range of professionals and ancillary staff was
highlighted. Ten short case studies are shown in Appendix 2. These illustrate the diversity of training
needs and approaches to training. Each account shows the training needs of staff, how these have
56
been met and gaps that exist. Often these services provide training for others. The complete papers
provided by each service can be obtained in a separate supplement to this document: Autism Service
Exemplars: Illustrations of Training Needs and Initiatives.
Certain key issues arise from these case studies. They include an emphasis on whole service
education and training in autistic spectrum disorders as essential in the interests of inclusion. The
invaluable commitment of dedicated staff to have set out to gain needed knowledge, understanding
and skills now needs to be followed up with a training strategy for autism, as training needs to be
maintained and updated to be effective in practice. Any training for ASD attracts large numbers,
specialist services are often small scale and it is challenging to sustain a ‘critical mass’ of trained
staff at the same time as these practitioners are offering training to others. Present training ranges
from on the job learning to postgraduate awards, with significant gaps occurring in most professional
disciplines. Much effective training is about applying knowledge in supported contexts.
The case studies reflect training needs in diagnosis, social interaction, communication supports,
sensory, diet and sleep issues, behavioural support, associated conditions, family support, specific
approaches, cognitive style, emotional and social engagement, interventions towards inclusion,
learning and living environments, transitions, advocacy and professional reflection.
In summary, these exemplars of different services highlight the varied needs for training and illustrate
the need for generic raising awareness of autism, local delivery and opportunities for more specialist
training to support good practice and provide training opportunities across services. They also
highlight the fact that such generic awareness raising is just the beginning.
57
THE SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK

(SCQF)
The Scottish Credit and Qualifications Framework (SCQF) aims to ‘help people of all ages and
circumstances to access appropriate education and training over their lifetime to fulfil their personal,
social and economic potential’ and to ‘enable employers, learners and the public in general to
understand the full range of Scottish qualifications, how the qualifications relate to each other, and
how different types of qualifications can contribute to improving the skills of the workforce’ (Scottish
Credit and Qualifications Framework, 2003a, page vi).
By 2004–05 most of the qualifications offered by the Scottish Qualifications Authority (SQA) and
Scottish Higher Education Institutions (HEIs) will have been brought into a single, integrated
framework that describes qualifications and learning in terms of levels and credits. There are 12
levels in the framework, and the credits are called SCOTCAT (Scottish Credit Accumulation and
Transfer) points.
This common framework will help raise knowledge and understanding of the range of Scottish
qualifications, the levels of the qualifications and how they relate to one another. This, however, is
just one benefit of the SCQF. The framework will also enable a diversity of learning to be recognised
and given credit by allowing all learning with quality-assured assessment of learner achievement
to be accredited. This means not just formal learning offered by schools, further education colleges
and HEIs, training providers, work-based learning and learning as part of continuing professional
development, but also learning that individuals have achieved through experience or, for example,
through voluntary work and community-based learning.
Recommendations for the National Training Framework for Autistic Spectrum Disorders are related
to the Scottish Credit and Qualifications Framework. The SCQF offers 12 levels of experience,
education and training, from community-based experiential learning through to higher degrees. Each
is shown in the SCQF template that follows. The documentation from the SCQF (Scottish Credit and
Qualifications Framework, 2003a, 2003b) explains the match of SCQF levels with the levels used for
each type of award. For example, all Master’s level awards are Scottish Higher Education Level 11
– that is, postgraduate level, whereas a higher education graduate certificate or diploma is Scottish
Higher Education Level 3, and certificates of higher education fit in at Scottish Higher Education
Level 1. These levels correspond with the levels used throughout the UK.
The following chapter on the National Training Framework for Autistic Spectrum Disorders explains
the relationship between the two frameworks: this articulation is essential.
In due course the Scottish Credit and Qualifications Framework will have developed an agreed model
for allocating credits to the range of awards. For example the Scottish Vocational Qualifications
(SVQs), commonly used in the training of autism practitioners, combine work-based competences
and underpinning knowledge and are typically achieved in the workplace. The credit allocation will
support practitioners and institutions in the process of recognising prior learning, in order to allow
individual progression.
Any such allocation of general credit points within the SCQF will only be ‘allocated to outcomes of
learning that are subject to valid, reliable methods of assessment’ (Scottish Credit and Qualifications
Framework, 2003a, page 6).
SCQF developments are ongoing. As the National Training Framework for Autistic Spectrum
58
Disorders becomes established, account will need to be taken of the final form of the Scottish Credit
and Qualifications Framework.
The Scottish Credit and Qualifications Framework
SQA National
Higher
Units, Courses SCQF
SCQF Education (HE) SVQs
and Group LEVEL
LEVEL Qualifications
Awards
12 Doctorates 12
11 Masters SVQ 5 11
Honours Degree
10 10
Graduate Diploma
Ordinary Degree
9 Graduate 9
Certificate
Higher National
Diploma,
8 SVQ 4 8
Diploma in Higher
Education
Higher National
Advanced Certificate,
7 7
Higher Certificate in
Higher Education
6 Higher SVQ 3 6
Intermediate 2
5 Credit Standard SVQ 2 5
Grade
Intermediate 1
4 General SVQ 1 4
Standard Grade
Access 3/
3 Foundation 3
Standard Grade
2 Access 2 2
1 Access 1 1
59
How does current training in ASD relate to the SCQF?
The four surveys undertaken to audit training and education in ASD in Scotland have established
the range of training opportunities. The results revealed gaps in training across professional groups
as well as aspects of training and training need. It is clear that the SCQF provides a means of
articulating these gaps, of emphasising the need for all practitioners, whether in paid employment
or as volunteers, to record their work and the training opportunities to which they have had access.
Information is paramount.
The National Training Framework for Autistic Spectrum Disorders will articulate with the QAA’s
and SQA’s development of a National Training Framework for Scotland. This framework will in
turn articulate with developments in Europe, and the intention to have a European Area of Higher
Education by 2010. The Scottish Credit and Qualifications Framework Implementation Plan aims
to take account of all qualifications and postgraduate awards in Scotland. Guidelines will be given
on general credit and the relationships between different levels of award. Specific credit will be
determined by institutions. Work is currently under way to identify systems for recognition of prior
learning, to make the framework clear to learners and to encourage providers to review and to
develop programmes that can be assessed, quality assured and levelled so that credit may be
awarded.
60
THE NATIONAL TRAINING FRAMEWORK FOR

AUTISTIC SPECTRUM DISORDERS IN SCOTLAND
It is intended that the National Training Framework for Autistic Spectrum Disorders should allow
organisations and individuals to see how ASD experience and education map on to the concept
of a training framework. The framework provides a template or common structure on to which
the education and training needs of different professional disciplines may be matched. It is not a
programme of study nor does it provide a prescription for the training needs of all those working
with people with ASD in Scotland. Rather it provides a scaffold to support individuals and services to
find pathways through training and to select from the variety of study programmes available – from
informal, community-based or on-the-job training, through to award-bearing, credit-rated courses of
formal learning. Short cameos to illustrate next steps in career pathways in autism and for inclusive
practice are given.
In keeping with the general aims of the Scottish Credit and Qualifications Framework, the National
Training Framework for Autistic Spectrum Disorders aims to build on present knowledge of training
opportunities to clarify entry and exit points in existing training in ASD, and to consider pathways
for progression within and across professional disciplines, so increasing the opportunities for credit
transfer. Increased clarity should allow individual practitioners to make decisions about their learning
routes, plan progress and avoid duplication of learning.
The notion of a national training framework has three key purposes:
1. To identify the training and education needed in order both to raise

awareness of autistic spectrum disorders amongst all professional groups,
and to respond to the emotional, social, physical and learning needs of
people with ASD.
2. To build on prior ASD experience and recognise prior ASD learning by

creating opportunities for such experience and learning to be recognised,
assessed and credit-rated.
3. To promote the development of a range of training opportunities at all levels

of the SCQF.
As is the case with the SCQF, the ASD framework can identify different levels of training and their
approximate relationship to each other. It can highlight the level of general credit in any award, but it
cannot determine the specific credit that any single institution of formal learning would be prepared
to award in recognition of prior learning.
Implementation of a training framework
Currently, as has been established through the project surveys, consultations and investigations,
there are many gaps in education and training opportunities in ASD in Scotland. There are also likely
to be considerable overlaps in what is offered. The summary of current training and the broad groups
of learning identified offer a range of opportunities for practitioners, parents and people with ASD
themselves to have access to courses, workshops and conferences delivered by local practitioners
across Scotland and by some of the key institutions and speakers working in autistic spectrum
disorders.
61
With greater co-ordination such initiatives could:
• provide a range of training to reflect the needs of children, adults, parents,

staff and people with autism
• provide progression in learning offered in education and training events for

those working and living with autistic spectrum disorders
• help build the existing Scottish expertise into a comprehensive knowledge

base at a variety of skills levels and across disciplines
• recognise when speakers of national and international standing can help to

fill gaps in local and national expertise
• make links between research insights and training for practice
• support the delivery of training at strategic locations throughout Scotland
• aim to be accessible to all.
The main structure and principles of the framework.
Mapping the range of training in ASD in Scotland has allowed a unique insight into the extent of both
service and training provision. The mapping informs a framework approach. The exercise reveals
the usefulness of first capturing all training as is illustrated in outline in Table 20. Here different
professional groups and parents are represented. The levels are matched to the 12 levels of the
SCQF, showing the type of training or award, who training might be for at each level and who the
providers might be.
The shell or template used for both this mapping exercise and for SCQF show the importance of
reflecting on the level and type of education and training. Individual and lead practitioners could
apply it to a single professional group and reflect on where learning best takes place. Questions of
individual style are not excluded: routes that are more practical sit comfortably with routes that are
more academic. Parents could have access to any level of the framework, provided that like other
entrants they hold the relevant entry qualifications. For some people on the spectrum such training
opportunities may also be important if they seek to know and understand their autism better.
At some levels there are no existing autism-specific training opportunities. The information in this
table is informative for the final framework design.
62
Table 20: Mapping current training in ASD in Scotland
Towards a Framework

12) POSTGRADUATE PhD Grads & postgrads Universities
11) POSTGRADUATE Certificate, Diploma and Specialist practitioners University of
AWARDS Master’s in Autism and managers of Strathclyde – on
services who hold first campus and local
degrees or equivalent outreach.
– range of disciplines University of
Birmingham
Distance Education
programme
11) PROFESSIONALLY MSc Educational Educational & clinical Various universities
SPECIFIC POST- Psychology psychology trainees
GRADUATE AWARDS Clinical psychology
10) PROFESSIONAL Core or option element Teachers, speech & Faculties of
AND STATUTORY BODY on autism in initial language therapists, education, medicine,
QUALIFICATIONS undergraduate vocational nurses, doctors, social health studies,
degrees workers, occupational social work – various
therapists universities
CPD – LOCAL In-service, local authority Usually targeting single In local centres
AUTHORITY AND training provided by LA professional groups
HEALTH BOARD personnel & speakers
outwith
9) BA DEGREES Non-vocational degrees, Major project and Universities
eg psychology undergraduate
dissertation students
8) HEI HE undergraduate Those exiting before Universities and
certificates and diplomas degree status. higher & further
with option elements education colleges,
ACE in Autism
6) & 7) FE PDA awards students, FE colleges
SGA students
5) HNC AND NC Social Care awards Career pathway in FE colleges
– non-specific social care, childcare
and education
4) SVQ Levels 3 & 4 SVQ cluster People who prefer Learning activities
skills set, in preparation a practical way of undertaken in the
learning workplace
3) COMMUNITY Reflection on personal People working in a Community-based
LEARNING development range of community learning
care settings
2) IN-HOUSE Building a portfolio of All employees in a Workplace learning
experience and training, given setting
shadowing, planned
learning opportunities
1) INITIAL PRACTICAL Informal life and work Volunteers, work Informal learning
EXPERIENCE IN experience experience students, through observation
COMMUNITY OR returners, parents and experience
WORKPLACE
63
Given the range of training required, and the wish for training to articulate well from level to level
and across disciplines, comprehensive basic awareness training needs to be promoted throughout
Scotland and across professional groups. Some aspects of training will be far more effective at a
local level, whilst others would benefit from national co-ordination in a country the size of Scotland.
A register of local, national and international trainers would support this process. It is therefore
proposed that a network for education and training in ASD is established. One of the first tasks
would be to set up a register of trainers in Scotland. Further guidance on levels of training could be
produced and criteria could be developed at each level. To support users to find their way through
the National Training Framework for Autistic Spectrum Disorders linked to the Scottish Credit and
Qualifications Framework, we present a few practitioner examples.
Cameo 1 – Sue
Sue is a classroom assistant in a busy mainstream primary school. She is employed to support
David, a boy on the spectrum. He is interested in his lessons but finds the social world of the school
difficult, avoiding the dining hall and the playground and becoming quite distressed if others call him
to join them in their games. Over this year Sue has become very interested in how he seems to see
the world. She would like to continue in this work but often feels as if she does not know if she is
doing the right thing. She wonders if there is any training she could do as she has not studied since
she dropped out of college aged 19. David’s mum tells her that there is a local meeting for parents
and carers: she has asked if she can go along to it. She finds it is a very interesting evening with a
talk given by a local speech and language therapist. The SLT tells the group of a 6-session course
she is going to run for several local mainstream schools. Sue loves the course and decides to
apply to FE college to do a Professional Development Award for SEN support workers in schools at
Langside College: she hears it will have a unit on autism.
Cameo 2 – Julie
Julie is a learning disabilities nurse. In the last few years she has worked with a young adult moving
into supported accommodation, a small boy who has ASD and ADHD, and has recently seen a little
girl who she suspects may have autism, at the clinic. Julie did well on her initial training, but is now
very conscious it lacked any specific input on autism. At her annual review she discusses her ideas
about taking a course with her team leader who says she will explore funding. Six months later Julie
and two colleagues have been funded to do the multi-professional postgraduate certificate in autism
at the University of Strathclyde.
Cameo 3 – Maureen
Ever since her son was diagnosed with autism Maureen has worked tirelessly for her local autism
society. She is often asked to give talks and has grown confident about this. Before she had her
family she worked as a nursery nurse in a busy nursery centre, and occasionally does supply work.
Three weeks ago she went to a different nursery where they were struggling with a little boy with
autism. He responded to Maureen and she was asked to help on two days each week. Chatting with
the other staff she has found out there is a Professional Development Award (PDA) at Esk Valley
College: she decides to apply and expects there will be something on autism.
64
Cameo 4 – Jim
Jim started teaching Maths in secondary school 10 years ago. He loves it. Three years ago he had
a boy in his class who was brilliant at Maths but seemed to find getting around the school really
hard. He was also inclined to point out other people’s mistakes: Jim did not mind, but some of his
colleagues did. Two years later the boy appeared in his 3rd year class and seemed very stressed.
Soon afterwards the guidance teacher told Jim he had been diagnosed with Asperger’s Syndrome.
Jim surfs the net and has discovered the web-based course on autism from Birmingham. He feels he
is understanding the youngster much better and now wishes he had known more two years ago.
Cameo 5 – Lily
In her last year at university Lily decided to do her final project on autism, as part of her psychology
degree. She found it fascinating to read about, and so when her tutor advised her to volunteer in a
home-based programme she decided she would. The family had put a notice up at the university
seeking volunteers for something called Option. Lily helped for a year and then became an autism
playscheme worker in the summer holidays. She has just applied to do clinical psychology and
knows she will have the chance to study ASD further as it is a core part of the training.
Cameo 6 – Mike
Mike has worked for many years as an employee of the Scottish Society for Autism. He started out
in a day service, has taken part in a lot of in-house training with the Society and recently did his SVQ
assessor’s award. He is now supporting staff at adult respite to do their SVQ 3 and is intrigued at how
their day-to-day practice is developing as a result of supervision. He decides he would like to have
a formal qualification but he hasn’t studied in years – in fact he left school with just a few ‘O’ grades.
On enquiring about courses he learns there is a postgraduate course in autism, but he thinks it is
unlikely he will be considered. Four years later, having undertaken accreditation for prior learning,
Mike has achieved his certificate and diploma at the University of Strathclyde and is about to embark
on his Master’s dissertation.
These cameos represent the kinds of experience people bring to training. Each of the people
presented came from very different experience: all had found an interest in ASD which they wanted
to pursue. By mapping their experience on to the framework we can find a route for each of them.
By articulating the National Training Framework for ASD with the SCQF, autism practitioners will be
able to identify clear pathways for training and for recognition of their experiential learning. Figure 10
on page 70 illustrates this for autism practitioners in education. It is followed by an SCQF Framework
(Table 21) which does the same for a nurse practitioner. Thus we see any practitioner or parent could
map their learning to the framework.
Some practitioners will enter with field experience into Levels 1, 2 or 3 of the SCQF. Others will
have an undergraduate degree but never studied further, but combined with experience can enter a
postgraduate programme. Some live in cities and can have access to training more readily, others
live in the Western Isles or the Borders and decide on web-based learning or distance courses. For
them when a local delivery of a module is offered, they can take that module and see credit for it in
their existing study pathway.
Many people take short courses, go to conferences, research through reading, and much later decide
they would like to study. If they have kept a portfolio of all those study opportunities – particularly
65
those they have attended in the last five years – they may find they can make use of that wide
experience and have it recognised as prior learning for credit. The Scottish Credit and Qualifications
Framework shown in the previous chapter and the National Training Framework for ASD articulated
here should help in that process and will support progression in learning.
As with the Scottish Credit and Qualifications Framework, the National Training Framework for Autistic
Spectrum Disorders seeks to enable employers, learners and the public in general to understand the
full range of Scottish qualifications that are needed, how the qualifications relate to each other, and
how different types of qualifications can contribute to improving the skills of the workforce, in order to
meet the aims expressed at the start of this chapter:
Provide a range of training to reflect the needs of children, adults,

parents, staff and people with autism
By articulating with the 12 levels of the SCQF, the National Training Framework for Autistic Spectrum
Disorders will provide a range of training at all levels. The framework will build on present generic,
autism-specific and professionally specific training to meet the gaps which currently exist. Each of the
12 levels of the framework will require to be addressed in accordance with the template for planning
needs presented on page 55 of this document – that is, taking account of the stage of training, the
professional role and the level of expertise required. Raising awareness of autism will be needed
at all levels and should therefore be delivered at a level in keeping with the level of the SCQF that
matches the professional role and level of the participants.
Provide progression in learning offered in education and training events

for those working and living with autistic spectrum disorders
The framework provides for progression in learning in that each level of learning maps in terms of
general credit to the other levels of the framework. The specific credit offered by any institution, whilst
at the discretion of each institution, will be more readily considered by reference to the framework.
Help build the existing Scottish expertise into a comprehensive

knowledge base at a variety of skills levels and across disciplines
Considerable expertise in ASD exists in Scotland. The mapping of the present expertise will enable
developments to ensure training at all levels. The development of a register of trainers will provide a
ready means of gaining access to training of different types at a range of levels.
Recognise when speakers of national and international standing can

help to fill gaps in local and national expertise
It is common practice to invite noted speakers to contribute to CPD events. Such events will be able
to be, and should be, matched to the framework. In this way informed guidance may be offered to
participants and contributors as to the level aimed for at any event. Participants will be able to record
the level of the training offered in their personal portfolio of study, in order to draw on this should they
wish to present a claim for recognition of current prior learning.
66
Make links between research insights and training for practice
The proposed autism training network and the National Centre for Autism Studies at the University of
Strathclyde will provide opportunities for published research to reach a wide audience. Applications
of research to training and practice will be highlighted.
Support the delivery of training at strategic locations throughout

Scotland
The register of trainers will aim to identify trainers in all parts of the country. Local networks may
be able to identify best locations at which to offer training, and may be able to co-operate with
neighbouring networks as levels of training become more specialist and less locally available.
Aim to be accessible to all
In each of these ways the target groups of employees in education, care, health, social work and the
voluntary sector as well as parents and people with ASD will be able to gain access to training at a
level suitable to them.
The National Training Framework for Autistic Spectrum Disorders
The template of the National Training Framework for Autistic Spectrum Disorders that follows
identifies, by shading, existing training opportunities and training in development, and indicates
where an increased focus or specialism is needed. Training institutions and training providers will
be able to audit their existing training arrangements using the training planning framework on page
55 of this document, in order to ensure that increasingly training is matched well to the level of the
framework in which the course resides.
67
The National Training Framework for Autistic Spectrum Disorders
SQA National Higher ASD

SCQF
Units, Courses & Education (HE) SVQs ASD TRAINING FRAMEWORK
LEVELS
Group Awards Qualifications LEVELS
12 Doctorates PhD 12
11 Masters SVQ 5 Multi-prof. 11

Certificate,
Diploma and
Master’s in Autism
(MSc Educational
Psychology)
(PG Clinical
Psychology)
10 Honours Degree 10
Graduate Core or option
Diploma element on
autism in initial
9 Ordinary Degree undergraduate 9
vocational degrees
Graduate
Certificate
8 Higher National SVQ 4 8
Diploma,
Diploma in Core element: HEI
Higher Education undergraduate
certificates and
7 Advanced Higher Higher National diplomas 7
Certificate,
Certificate in
Higher Education
6 Higher SVQ 3 Levels 3 & 4 SVQ 6
cluster skills set
– in preparation
5 Intermediate 2 SVQ 2 5
Credit Standard PDA Classroom
Grade Assistants or
PDA Support
for Learning
Assistants – in
preparation
4 Intermediate 1 SVQ 1 Social Care 4
General Standard awards – ASD
Grade specific
3 Access 3/ Reflection 3
Foundation on personal
Standard Grade development
through informal
2 Access 2 life and work 2
experience.
1 Access 1 Building a portfolio 1
of experience
and training;
shadowing,
planned learning
opportunities
Key: In existence In development Specialism/increased focus needed
68
For example, at undergraduate level speech and language therapy programmes are training ‘pivotal’
professionals – the scope of autism content needs to match well with the future role in autism that
this particular profession plays. Equally at postgraduate level, for example, speech and language
therapists, clinical psychologists, educational psychologists and teachers may all specialise in
autism-specific services or roles.
Decisions about the content of programmes of study should be matched to the specificity of role.
Some practitioners in each group may specialise in ASD, while others may have a more generic
role: in all cases they will need a level of content commensurate not only with that role but with the
academic standing and expectations of the professional group.
In conclusion, despite the volume of training opportunities in ASD in Scotland at the present time, there
is considerable scope for development. It is recommended that the National Training Framework for
Autistic Spectrum Disorders presented here should be used as a template on to which a professional
group, an organisation or institution or an individual maps the training offered by them or available
to them. Trainers will be able to plot what is available and consider needed developments. Those
seeking training will be able to map on their own learning and identify, from the template and from the
proposed register of trainers, a suitable training route.
The need is for all trainers to ensure that autism is appropriately represented in the courses they
offer, for all service providers to ensure that their staff have training levels adequate to their role and
for all practitioners to ensure that they make use of the training opportunities available.
69
Figure 10: Progression routes for education personnel in the ASD

Framework
12 Doctorates
Master’s, Graduate
11 Diploma & Cert in
Autism
Honours Degree
10 BEd
Option in Autism
9 Ordinary Degree
I want to gain higher-level qualifications in teaching,

education & research in autism
HND supporting
special learning
8 PDA SVQ 4 needs
Diploma in HE
7 Certificate in HE
I want to be a playscheme manager
HNC Childcare & HNC supporting

SVQ 3 in ASD SVQ3 Playwork
Education learning Needs
6 SGA Care &

I want to be an autism support worker in specialist residential
Education
schooling or specialist autism provision
Higher
PDA Classroom
5 NC units in
SVQ 2 Early Years Assistants or
SGA Care childcare & SVQ2 Playwork
Care & Education PDA Support for
intermediate education
Learning Assistants
I want to be a nursery assistant, special I want to be a playworker, out of school

needs auxiliary for children with autism assistant for children with autism
1&2
No formal qualifications required
I want to volunteer in an after school club or school-based family

support facility
70
Table 21: The National Credit and Qualifications Framework – Nurse

Education
SCQF SQA National Higher Education (HE) SCQF

LEVELS Units, Courses and Qualifications SVQs LEVELS
Group Awards
12 Doctorates 12
11 Multi-professional SVQ 5 11
Master’s in Autism
10 Four year Honours 10

Degree in nursing
Or Graduate Diploma
9 Three year nursing 9
programmes – exit with
Ordinary Degree
8 Three year nursing SVQ 4 8

programmes – exit
with Diploma in Higher
Education
7 Advanced Higher Higher National 7
Certificate,
Certificate in Higher
Education
6 Higher SVQ 3 6
Credit Standard
Grade
General Standard
Grade
3 Access 3/ 3
Foundation
Standard Grade
2 Access 2 2
1 Access 1 1
71
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73
74
APPENDICES
Appendix 1: Sample survey questionnaire i
Appendix 2: The case studies v
Appendix 3: Staff training levels – Scottish Society for Autism xviii
Appendix 4: Responses from Universities xix
75
Appendix 1: Sample Survey and Questionnaire
TRAINING IN AUTISTIC SPECTRUM DISORDERS (ASD) PROJECT

QUESTIONNAIRE FOR INDIVIDUAL PRACTITIONERS
This project is funded by the Scottish Executive. Its aim is to identify current training needs across
Scotland for professionals working in the ASD field, and to propose a national training framework. We
should be grateful if you would complete and return this questionnaire by 28 March to the address
overleaf. Thank you for your cooperation.
1 Basic particulars
1 Sector in which you work Health q Education q Social work q

Voluntary sector q Other q (please specify)
2 What is your profession/job title?
3 Length of experience in your

professional discipline
4 Type and geographical location

of service/provision in which you
currently work (e.g. Special School,
Aberdeenshire or Speech and
Language Therapy, Renver Health
Trust)
5 Is the service: (a) Generic, without significant autism focus q

(b) Generic, with significant autism focus q
(c) Autism specific q
6 Brief description of that service
7 Age range/s covered: 0-5 q primary aged q secondary aged q

young adult q older adult q
8. Which of the following boxes best 100% q 75% q 50% q

represents your personal work load in
relation to ASDs (select one only) 25% q 10%or less q
2 Pre-service training (i.e. the training which qualified you for entry to your current profession)
1 Please outline briefly any pre-service training you had in relation to special needs
i
2 Please outline briefly any pre-service training you had in relation to ASD
3 In-service training
1 Have you had any in-service training in Yes q No q

ASDs?
2 If yes, what form did this training take and who organised it? If you
have more than one answer in any section, please include all relevant
details.
Type of training Organised by
(a) an induction session
(b) a raising awareness course
(c) conference attendance
(d) a course with one meeting
(e) a course which met on 2-6 occasions
(f) a course leading to a qualification

Name of qualification:
ii
(g) other training (please list)
4 Adequacy of training
1 In relation to your professional role do you perceive your training in the ASD field to be:
Ideal q Adequate q In between q Inadequate q Very inadequate q
2 In what area/s of your training do

you perceive any significant gaps or
inadequacies?
5 Training needs within teams
1 In relation to your work with ASD, do you Yes q No q

work in a team?
2 What is the primary role of your team?
3 What other roles does your team Assessment q Supportive Intervention q

undertake? (Tick whichever categories Placement q Research q
apply) Other (please specify) q
4 What is the membership of your team?
iii
5 Are there areas in which you are aware

that other members of your team have
training needs?
6 Additional comments
1 If you have other comments which you

feel would be helpful to this survey please
note them here or on a separate sheet
2 If there are aspects of this subject you

would like to discuss further with the
researchers please leave a contact name
and phone number here
PLEASE RETURN TO: Margaret Ritchie, Professional Development Unit, University of Strathclyde,
FREEPOST NAT N242, Glasgow G13 11BR by 28 March 2003
iv
Appendix 2: The Case Studies
1. Spectrum, Edinburgh City.
2. Hopefield Primary School Support Classes for pupils with ASD and
Midlothian Early Start Service.
3. A generic SEN unit within a large mainstream primary school (Nursery

– Primary 7), Cults Primary, Aberdeen.
4. The MICAS Base (Mainstream Integration of Children on the Autistic

Spectrum), Dyce Academy, Aberdeen.
5. Glasgow Nautical College. Further Education for people with ASD.
6. The Scottish Borders Autistic Spectrum Team. The Andrew Lang Unit.
7. Child and Family Psychiatry, Centre for Child Health, Dundee.
8. Working with young people with autistic spectrum disorders (ASD): needs,
training and practice in the Young People’s Department, Royal Cornhill
Hospital, Aberdeen.
9. Glasgow City Council Local Authority approaches to training.
10. The Improving Understanding Project undertaken by the National Autistic

Society to provide basic autism awareness training to social work staff.
v
Case Study 1 – Spectrum
Edinburgh
Originally developed as a pilot project, Spectrum in Edinburgh is now a 52-week service and
operates as part of the Visiting Teaching Support Service (VTSS). Funding has come mostly
from the Changing Children’s Services Fund, with some supporting NHS and education
funding. Spectrum works with families affected by autistic spectrum disorders from the earliest
days, supporting them both before and after diagnosis.
Staffing includes a teacher, a nursery nurse, four autism development workers, speech and
language therapy, two speech and language therapy assistants and a part-time teacher
whose role is to work between Spectrum and the post-five communication team in VTSS in
order to bridge Spectrum participants into primary school. There is a full-time project manager,
and dedicated educational psychology, occupational therapy and social work support.
The team works closely together to provide an effective service. The speech and language
therapists have more autism-specific knowledge in their initial training, but other team members
also have specialist training and experience. Spectrum supports an annual programme,
held each February, of five training sessions organised by the City of Edinburgh Education
Department to raise awareness of autism. This course attracts 100-150 participants each
year. Sessions include a basic background to ASD, communication and visual supports, and
contributions are given by a paediatrician, a speech and language therapist, an educational
psychologist, Spectrum and teachers.
The Spectrum Team recognises a need for training for classroom assistants, PECS training,
parent training and input into undergraduate degree programmes.
vi
Case Study 2 – Hopefield Primary School Support Classes for Pupils

with ASD and Midlothian Early Start Service
Work at Hopefield Primary School Support Classes emphasised the need for early intervention
before school. The Midlothian Early Start Service began as a pilot project but is now to be
extended. Funded by Sure Start in Midlothian, the project aims to reach Midlothian families
with children under three with a diagnosis or ‘working diagnosis’ of ASD and provide:
• Support, information and general advice relating to ASD
• Advice on typical behavioural issues relating to ASD
• Advice on developing communication and early learning skills
• Guidance on delivery of IEPs for nursery staff taking on these children

from age 4
• Information and advice on ASD for other service providers.
Staff involved include a class teacher allocated for three half days per week, an outreach
nursery nurse, and support from an educational psychologist. A speech and language
therapist acts as co-ordinator and there is additional input from a pre-school home visiting
teacher, relating to family access to an SEN playgroup and information on benefits and other
services. Mainstream nurseries and the Children’s Centre also offer support. The teacher has
extensive training in ASD and as a music therapist, and long experience with pupils across the
spectrum in classroom settings but not in the home. SPECTRUM has provided talks, training
and discussion. Reading, personal experience and observation visits supplemented the
team’s knowledge base: the in-house training used information on ASD and early intervention
approaches made available by NAS leaflets, books and videos. This linked to days on
TEACCH, PECS and the Hanen More Than Words programme. Planned development of such
a service would be best supported by a comprehensive practical course, accessible delivery
covering issues around home visiting and involvement of parents, advising and working with
nurseries with children with ASD and delivery of early IEPs, supported by joined-up working.
vii
Case Study 3 – A Generic SEN Unit
Within a Large Mainstream Primary School (Nursery – Primary 7)
Cults Primary SEN Unit offers a reflective account of the ways in which an inclusive large
mainstream primary school is moving towards providing training in autism within the whole
school culture. This whole school approach is one of listening to and respecting the views
of others, and trying to include everyone in planning and decision making to encourage and
develop collegiality, collaboration and communication. In practice this is being developed
by groups of staff involving pupils, parents, auxiliaries, teachers and classroom assistants
based on their interests and strengths, and implemented through an ‘eco-school approach’.
School environment, recognition of sensory issues, the effect of fully inclusive well-organised
classrooms, buddy systems and commitment from the pupil council supports this whole
school approach. The promotion of awareness raising, which is in itself a precursor to training
and developing an understanding of ASD, is a priority. The aim of the unit, which currently
supports three main areas of disability – cerebral palsy, Down’s Syndrome and autism – is for
the children to be successfully and appropriately included into mainstream whilst encouraging
a two-way flow of mainstream and SEN children.
The two teachers have PG awards in SEN and in ASD and attended the Raising Awareness
in Autism module and the Diploma in Autism (Strathclyde University). Training in behavioural
support, augmentative communication, an introduction to the Early Bird, PECS, social stories,
sensory processing and better behaviour through positive inclusion form part of the team
training background. The core training has been provided in-house. Mainstream staff are also
supported towards a desired whole school inclusive approach: this is a gradual and evolving
process involving the adoption of different strategies, approaches and learning styles. To
make the unit’s belief system work the school plans to take time to reconceptualise the
process of learning and reconfigure the curriculum in order to ensure learning for all.
viii
Case Study 4 – The MICAS Base
(Mainstream Integration of Children on the Autistic Spectrum),
Dyce Academy, Aberdeen
MICAS is a specialist provision provided by Aberdeen City Council, catering for eight pupils
who have Asperger’s Syndrome. The age range is from 12-18 years and covers S1-S6. The
provision is sited within a secondary school, which has a roll of 400 pupils. Initially very small
when it started seven years ago, MICAS now consists of two rooms, two teachers, three full-
time staff and one part time. Only two pupils per year group are given places This allows for
a necessary balance given that Dyce Academy is such a small secondary school. The pupils
have access to mainstream classes for up to 95% of the school week. It has been found over
the years that they cannot have access to a 100% timetable no matter how academically able
they are.
Staff hold a variety of relevant qualifications including a Master’s Degree in Teaching Pupils
with Autism held by the MICAS manager. Two support staff who form the mainstay of MICAS
have the Strathclyde University Postgraduate Certificate in Autism, and one teacher is currently
working towards this. A relief teacher also comes into school one day a week to cover for the
base manager, who uses this time to carry out management duties. The two recent auxiliary
appointments have no formal qualifications in ASD. MICAS highlights some essential qualities
for staff: they include an interest in autism beyond the superficial, a need to be truly ‘bitten by
the bug of autism’, common sense, an ability to adapt manner of speech and expectations to
working with secondary school pupils, a good personal academic level as the pupils in MICAS
sit standard grade and higher exams, and the ability to be flexible in manner and thinking. A
calm disposition and the ability to work as part of a team are viewed as essential. The base
manager carries out in-house staff training for all base staff on in-service days as well as on-
the-job training. The daily morning briefings also serve as a valuable training platform as the
individual difficulties of each pupil are highlighted.
ix
Case Study 5 - Glasgow Nautical College
Further Education for People with ASD
Glasgow Nautical College provides for young people with ASD aged 16-19 years. The lead
lecturer highlights three key areas that contribute to good practice: the training needs of
professional workers, the influence of family members and a consideration of the perspective
and knowledge about ASD held by the young people themselves.
The college experience has found that professional workers in this field need a good theory
base – ideally a certificated course. Practitioners at all levels need to be able to work
alongside somebody who is experienced as it is considered that there is no substitute for
seeing practice at first hand. Observation skills are an important part of arriving at effective
practice. The participants at Nautical need a structured system in which to work. The actual
teaching of subject matter is not as important in the first instance as building a relationship
with the students. Flexibility is needed as practice has to be person centred. The values and
attitudes of key staff are critical. Person-centred approaches and planning require to take
account of the relative status of tutors and students, so that no-one is ‘less equal’.
Work with family members is important. They may feel they have no influence over their
children but can often influence in very subtle ways. They need help with adolescence, and
information as to how the picture will change and what adjustments will be required at life
transitions. If families want their child to get involved in things as an adult they will have an
important role in arranging it for them.
Individuals who have a late diagnosis are full of questions. Sessions with a psychologist need
to be followed up: ASD is presented as positively as possible, with factual materials and
reading tasks. The overall aim is to raise confidence.
x
Case Study 6 – Scottish Borders Autism Team
Andrew Lang Unit
The Scottish Borders Autism Team is multi-agency, involving health, education and social work
(children affected by disability team). The team is led by a child and adolescent psychiatrist
and psychotherapist and includes a paediatrician, a specialist speech and language therapist,
a clinical psychologist, a specialist teacher, a music therapist, an occupational therapist and
two art therapists. This professional mix is both interesting and unusual. The team are very
aware of training issues, would welcome the development of a national framework since
currently training is very ad hoc, and are particularly aware that funding, timing and location
of training are all of significant importance in a rural area such as Scottish Borders. The main
aims of the Scottish Borders Autism Team are to:
• establish and maintain a multi-agency team for assessment and

diagnosis of ASD
• promote early recognition and the use of the Checklist for Autism in
Toddlers (CHAT)
• establish locally-based follow up
• develop an annual intervention programme
• focus on training and education.
Currently local training in Borders is provided to teachers and support workers by the
specialist teacher, speech and language therapist and educational psychologist. Introductory
training focuses particularly on practical strategies to use within the classroom: this is offered
on six half days per year. The individual members of the team have had access to a range of
training: a Master’s in Autism Studies from Birmingham, Early Bird training, Peter Vermeulen
training on ‘I am Special’ and a three-day course on neuro-developmental aspects of autism.
The team leader recognises the importance of training in one of the recognised assessment
schedules as recommended in the NIASA document. The Autism Team wants to promote
training in order to be able to support others in the region working with ASD.
xi
Case Study 7 – Child and Family Psychiatry
Centre for Child Health, Dundee
The Out-Patient Department is made up of two therapeutic teams – the Developmental

Psychiatry Team and the Emotional Disorders Team.
The Developmental Psychiatry Team includes: neuro-developmental disorders, moderate/

severe learning disability, attention deficit hyperactivity disorder, autism, Asperger’s Syndrome
and autistic spectrum disorder. The service offers training to all members of staff within the
Out-Patient Department. There is a comprehensive programme of academic seminars, which
includes reviewing academic papers and presentation of case studies once a month. In
addition there are three or four training days organised each year.
The core team works within the department alongside colleagues from community child
health and speech and language therapy services, assessing or working with children and
young people who have or may have a diagnosis of autism, Asperger’s Syndrome or autistic
spectrum disorder. It includes: consultant psychiatrist (0.2 FTE), two nurse specialists (each
0.4 FTE) and a specialist registrar in child and adolescent psychiatry (0.4 FTE), this position
being rotational and not always available.
Much work is also undertaken with a variety of other agencies including education, social
work and voluntary agencies. This is an experienced team: one nurse specialist is a qualified
paediatric nurse and one has a Diploma in Autism and is undertaking research for an MSc
in Autism. Both nurses have considerable experience in ASD, the assessment process,
diagnosis and intervention. Training has been undertaken through the Scottish Society for
Autism, the National Autistic Society, the Association for Child Psychology and Psychiatry and
the University of Strathclyde. The aim of the department is to meet the recommendations of
the Autistic Spectrum Disorders: Needs Assessment Report, 2001 and the NIASA Guidelines,
2003.
xii
Case Study 8 – Working with Young People with ASD
Needs, Training and Practice in the Young People’s Department,

Royal Cornhill Hospital, Aberdeen
The Young People’s Department (YPD) is an adolescent mental health service, part of child
and adolescent mental health services within NHS Grampian. The age range is from 13 – 18th
birthday, referred from Aberdeen City and Aberdeenshire. The young people do not have
general learning difficulties, and are usually on the roll of mainstream schools. Referrals may
come from primary care, school health services, educational psychologists, social workers
or child and family mental health services. The department is intended for young people who
have mental health or complex developmental problems which cannot be managed within
primary care or social and educational support services. Young people with ASD form a
relatively small proportion of the patients, although the time commitment required to work well
with them is large.
Learning agendas in the department have been shaped both by the needs of the presenting
patients and families, and the experience and skills team members can bring to the work.
As well as valuing ‘training’ the aim is to have a team culture that makes use of learning
opportunities as they arise in clinical work by promoting reflection, seeking of information,
and ‘strategising’ in relation to dilemmas or difficulties team members encounter in their
work with patients. Trainees (medical, nursing, social work and clinical psychology) are
regularly attached to the team so that most staff are used to enabling others to learn from
their clinical work, and suggesting or providing specific knowledge or skills training when
necessary. For ASD learning and training few additional resources have been provided. To
gain access to resources beyond the team the department has drawn on the research, clinical
and educational networks of individual team members both to provide and to receive multi-
disciplinary training via reciprocal arrangements. These networks continue to be crucial in
maintaining and developing skills.
xiii
Case Study 9 – Local Authority approaches to Training
Glasgow City Council
Glasgow City Council Education Services have developed a Continuous Professional

Development (CPD) Framework for Additional Support Needs. This framework takes account
of: the Standards in Scotland’s School Etc. Act 2000 (particularly sections 1 and 15); Audit
Scotland in partnership with HMIE ‘Moving to Mainstream’ (2003); the Accessibility Strategy;
the Additional Support for Learning Bill (2003); and the McCrone recommendations for the
continuing professional development of teachers. The principles of the CPD Framework are
elaboration, differentiation and effective learning and teaching: attention to these will lead to
relevant knowledge, competencies and skills for practitioners and providers. A CPD Inclusion
Catalogue will show the options being offered.
The framework is based on the following premise: ‘CPD relates to the required knowledge,
competencies and skills necessary to ensure that the authority’s statutory duties are met. This
requires a differentiated framework in terms of practitioners and providers, which presupposes
that staff designated as having specific responsibilities in relation to SEN/ASN will be able to
demonstrate enhanced knowledge, competencies and skills as required and that all staff will
achieve a level of competency commensurate with their professional responsibilities’.
Programmes will be available to a full range of education staff including support assistants and
SEN auxiliaries and will be delivered by a variety of in-house personnel and by out-sourcing
as required. Staff who, for example, are expecting to have a pupil with ASD, will be supported
by suitable training options. This framework represents a dual responsibility: the authority
provides the guidance on training levels required and the opportunities; the individual makes
appropriate choices and keeps a record of CPD undertaken so that skills can be demonstrated
and gaps addressed.
xiv
Case Study 10 – The Improving Understanding Project
Autism Awareness Raising for Social Work Staff
The National Autistic Society
The National Autistic Society provided basic autism awareness training for social work and
ancillary staff and for parents and carers of individuals under the provisions of Section 9 of
the Social Work (Scotland) Act 1968 with regard to meeting the priorities of the grant scheme,
which were autism, dyslexia and dyspraxia. This project was funded by the Scottish Executive
for three years.
The project followed research undertaken by Dr Claire Brogan for the National Autistic Society
in the Greater Glasgow area, which indicated that the identification of service needs for
individuals with autistic spectrum disorders was, and remained, very difficult, mainly because
of a low level of awareness of the disorder amongst social work staff. As a direct result of
this lack of basic awareness, appropriate interventions and services were often not provided,
despite their availability.
The grant was initiated by the consultation process for The Same as You? – A Review of
Services for People with Learning Disabilities. Parents and carers of people with ASD stated
that they often did not gain access to services from social work departments. They felt that
a significant number of social work staff were unaware of the issues relating to autism and
the potential impacts on family life of an individual being diagnosed. Many parents saw
themselves not only as the care co-ordinator for their child or adult but also as educators to
the frontline professionals, whose awareness of autism was relatively poor.
The purpose was to provide training that would not only be aimed at qualified staff but would
also include: those working in children’s and adult services; managers of day services; workers
in hostels for people with learning disabilities; staff undertaking community care assessments;
and transport and other ancillary staff.
Aims
• To establish steering groups in each local authority throughout

Scotland with key personnel from health, education, social work and
the voluntary sector, and parents and carers.
• To develop a training strategy to meet the future, more specialist

needs of social work and ancillary staff.
• To develop a training pack for parents and carers through the work of
local steering groups.
• To provide a report for each local authority in Scotland that undertook

training, including feedback from staff training audits and training
feedback questionnaires, to enable these aims.
xv
Outcomes
• The Basic Autism Awareness Training course has been delivered to

31 out of the 32 local authority areas (97%).
• Steering groups have been established in 28 of the 32 local authority

areas (88%), made up of representatives from each of the key
stakeholder fields.
• Almost 4,000 (3,992) social work staff attended the training course
over the three-year project.
The scale of the task was such that the project could only offer an intensive three-hour training
course in order to impart a basic appreciation of autism to staff in social work departments. It
was clearly recognised that this training was in no way exhaustive and that staff would require
more specialised training.
After this level of basic awareness raising, it was found that there is a real need for more
specialised training to understand the specific issues and needs of individuals with ASD. As
the steering groups became established many parents and carers wanted them to operate
more as pressure groups for change rather than existing simply to assist the work of the social
work training project.
Much of the feedback from social work staff expressed a feeling of being ‘de-skilled’ when
working with this client group, as the tried and tested methods of working with people with
special needs often do not meet the needs of people with autism. For many years parents
have expressed concerns about the little information or guidance available to them following
diagnosis. The project was designed to facilitate training steering groups locally across
Scotland so that better training and support for parents could be achieved.
Conclusions
• The Basic Autism Awareness course should continue as a standard

training module available within all local authorities, given the high
turnover of staff and the ongoing need to refresh staff on ASD issues.
• The establishment of steering groups has been beneficial in

consulting on the issues arising locally and identifying collaboratively
ways forward for the development and delivery of training.
• Training strategies must be ‘owned’ by the local authorities and

moved forward to ensure training needs of the target groups are
continually met after the project.
• Parent and carer workshops will need continued support in terms of

being able to have access to additional training requirements.
• Consideration should be given to offering comprehensive training to

other agencies including education and health, to meet the demand
identified during the course of this project.
xvi
Appendix 3: Staff training levels – Scottish Society for Autism
LEVEL 1 – Mandatory, Basic Core Skills
First Aid and Fire Safety – External/Internal Training
· Health and Safety – Internal Training
· CALM Training I – Internal Training
· Epilepsy – External/Internal Training
· Promotion of Equality – Internal Training
· Management of Medication
LEVEL 2 – All staff can have access to this level throughout their employment with
the SSA. It is a continuous and necessarily dynamic level aimed at the promotion and
maintenance of good practice. All staff will be required to participate in Level 2 courses
and keep a portfolio of training. It is envisaged that courses at Level 2 will be a precursor
to SVQ Level III in Social Care in some cases. Staff involved in training at this level will be
expected to pass on information to colleagues in an informal setting.
LEVEL 2
· CALM Training II/III
· SVQ Level II Social Care
· SVQ Level III Social Care
· HNC Social Care
· First Aid, Advanced
· First Line Management Training
· Training of Trainers – Internal Training
_____________________________________________________________
xvii
LEVEL 3 – The majority of training at this level is certificated and requires an ability and
commitment to pass on information to colleagues in formal settings, including the CETA
training programme and staff training days.
LEVEL 3
· SVQ Workplace Assessor & SVQ Internal Verifier
· SVQ Level IV Social Care
· Diploma in Health and Social Welfare – Open University
· Recruitment and Selection
LEVEL 4 – Training and development at this level is available for staff who have
demonstrated long-term commitment to the SSA and supporting people with autism. In
addition, an ability to cope with the academic demands of higher order courses must be
demonstrated by qualifications and involvement in training at subordinate levels. Staff will
have relevant managerial skills and experience. Staff involved in Level 4 courses will be
expected to contribute to the development of expertise in the field of autism.
LEVEL 4
· B A in Learning Disability (Fife College)
· Diploma in Social Work.
xviii
Appendix 4: Responses from Universities
SOCIAL WORK
UNIVERSITY
GORDON
ROBERT
EDUCATION
UNIVERSITY
ABERDEEN
EDUCATION
STRATHCLYDE
OF
UNIVERSITY
EDUCATION
OF PAISLEY
UNIVERSITY
EDUCATION
OF STIRLING
UNIVERSITY
INSITUTION
COURSES
PhD Could be Musical
ASD specific interaction
PG Cert & Dip 1 option
in Inclusive module –
Practice Introduction
to Autism +
1 other ASD
specific
Cert and Dip ASD
Guidance and General.
Pupil Support Core
Cert and Dip 1 module –
in Support for Disorders of
Learning Communicat-
ion in Autism
Multi-prof PG 4 module
Cert & Dip in cert. with
Autism 3 core + 4
modules
for dip. – 1
core: all ASD
specific
Chartered 1 ASD- 1 ASD-
Teacher specific specific
Programme module. module on
Approx. 6 supporting
modules learning
ASD for ASD in
General. mainstream
PGCE(P) and Under-
PGCE(P) part graduate –
time/Distance ASD General
Learning with some
specific
advice. Core.
2 lectures +
2 workshops
xix
SOCIAL WORK
UNIVERSITY
GORDON
ROBERT
EDUCATION
UNIVERSITY
ABERDEEN
EDUCATION
STRATHCLYDE
OF
UNIVERSITY
EDUCATION
OF PAISLEY
UNIVERSITY
EDUCATION
OF STIRLING
UNIVERSITY
INSITUTION
COURSES
Concurrent ITE Pupil Support
– secondary which looks
– UG at a range
of special
needs
including
ASD – core
MEd in Topic choice In response
Professional for individual to student
Enquiry - PG students interest
MSc in Autism Named
pathway
PG Primary Core – single
lecture &
workshop
PG Secondary Core –
single lecture
& workshop
BEd ASD general Option Core –
with some module in single lecture
specific year 3 or 4 of & workshop
advice. new degree.
Approx. 6 BEd 3 –
lectures + Input at placement in
workshops student ASD specific
and study request at BEd 4
tasks. Could 4th year BEd – dissertation
be ASD conference. may be ASD
specific for
thesis.
BA Childhood Option Core –
Studies module at single lecture
U/G level & workshop
BA in Social Social work
Work by professional
Distance qualifying
Learning training
– core in
health/
disability/
needs.
1st & 2nd year
xx
SOCIAL wORK
UNIVERSITY
GORDON
ROBERT
EDUCATION
UNIVERSITY
ABERDEEN
EDUCATION
STRATHCLYDE
OF
UNIVERSITY
EDUCATION
OF PAISLEY
UNIVERSITY
EDUCATION
OF STIRLING
UNIVERSITY
INSITUTION
COURSES
U/Grad- A
range of
special
needs
covered
but ASD
BSc Speech
receives
and Language
5 hours
Pathology
specific core
attention.
Also
advanced
study option
for Year 4
Basic one
day intro
SIRCC
to ASD
Residential
– practical
Child care
Level 2/3
SCQF
Raising Single
Awareness of module at
ASD PG level
Single
module
Supporting delivered
inclusion with Scottish
Society for
Autism.
Non-award
√ √
bearing for LAs
xxi
Annex 5
Information to Parents
Taking account of the recommendations in the HMIe report on Education for Pupils with
Autistic Spectrum Disorders the Autism Education Working Group, established by
Scottish Ministers, provide the following as an aid to Education Authorities in meeting the
recommendation 6 that:
• Education authorities should ensure that parents receive full information about
the provision they make for autism spectrum disorders.
• They should also ensure that parents are informed of the options available to
them when their child transfers from stage to stage or school to school.
• Education authorities and schools should work closely with parents of children
with autism spectrum disorders to plan for progression, particularly at times of
transition.
Guidelines for Education Authorities:
• policy in relation to provision for ASD
• arrangements for identifying children and young people with ASD and those who
may require a co-ordinated support plan
• notification of the role of parents, children and young people in any of the
arrangements
• arrangements for monitoring and reviewing the adequacy of additional support for
children and young people with ASD
• arrangements for independent mediation services, including details of the service

and how to access it
• the officer(s) in the authority from whom parents of children having additional
support needs, or young people who have these needs, can obtain further
information and advice.
• information about any NHS Board in their area or part of the area and such other
recognised agencies or organisations that can provide further support.
1
• information and advice to parents and young people that it considers appropriate
and where this information is already known to the education authority or is easily
obtainable. This could be contact details for the speech and language therapy
service, for Social Work Services or for local and national voluntary organisations,
including support and advocacy services under section 14 of the Act.
Education authorities should also include information on practice for:
• the management of reviews, tracking progress and meeting potential

• arrangements for support for learning
• how parents or young people can make requests for assessment
• the types of support available
• options available to them when their child transfers from stage to stage or school
to school.
• Working closely with parents of children with autism spectrum disorders to plan
for progression, particularly at times of transition.
In addition details should also be provided on:
• any local support groups and or services, including those supplied by the National
Autistic Society and the Scottish Society for Autism.
• opportunities that they make for the training of parents.
2

Section 8
Directory
Finding Advice
and Information
Web links for Information and Advice
Information about where to get help from knowledgeable others is

important in the dissemination of good practice. Key organisations and
local contacts are included here. Information is correct at the time of
going to press, however such information is quickly outdated, and so
readers are advised to check on the Scottish Autism Services Network
for routes to up-to-date information.
Useful Web links for other relevant organisations
Organisation URL Description

Autism Argyll http://www.argyllcommunities.org/AUTISMARGYLL/ Autism Argyll was formed by a group of parents to provide support
and information to parents, carers and those affected by Autism
Spectrum Disorders (ASD) living within Argyll and Bute.
Autism Initiatives UK http://www.autisminitiatives.org Autism Initiatives UK aims to enable people with AS to be fully
included, participating members of their community through
advocacy, public awareness and education. They also aim to ensure
that people with autism receive the opportunity to secure lifelong
access to specifically tailored services, progress opportunities for
personal development and receive support for their families.
Borders Asperger’s and http://www.baags.co.uk/ BAAGS offers support, advice, advocacy, information and friendship
Autism Group Support to people with Asperger’s syndrome, autism, their parents, relatives,
partners, friends, work colleagues/friends, and anyone with an
interest in learning more about Asperger’s syndrome, autism and
related behaviours. They are run by volunteer parents and people
who work with autistic children.
Clydesdale Autism Support http://www.casg.org.uk For children, young people and adults on the autistic spectrum, their
parents and relatives and those supporting or working with people on
the autistic spectrum.
They endeavour to secure and provide more services for those in
greatest need.
Edinburgh Lothian Asperger’s http://www.elas-scot.org.uk/index.php ELAS exists to provide a social group for adults aged 18 and over
Society (ELAS) with AS in the Edinburgh and Lothian area of Scotland.
Equal Say http://www.equalsay.org/ Providing independent citizen advocacy for adults with learning
difficulties in the Greater Glasgow Area.
Fife Action on Autism http://www.fifeactiononautism.org.uk/ Offers information, advice and support to parents about the nature
of autism and AS, benefits, support in education, employment
and independent living. Home visits are offered. For professionals
working with people with autism, information is offered either through
meetings or at their place of work.

Highlands and Islands Autism Society http://www.caithness.org/community/ Formed by parents, teachers and friends of autistic children. They
healthandwelfare/autism.htm offer support, information and advice.
Hope for Autism in North Lanarkshire http://www.hopeforautism.org.uk/index.html To develop specialist services for young people with an Autistic
Spectrum Disorder and those who care for them in North Lanarkshire
and to encourage a better understanding of the condition.
Lothian Autistic Society http://www.lothianautistic.org/ Provides accessible high quality autism-specific support services in
Edinburgh and the Lothians.
Mediation Services http://www.scottishmediation.org.uk Scottish Mediation Network, 18 York Place, Edinburgh EH1 3EP; Tel:
0131 556 1221
http://www.childreninscotland.org.uk/html/serv_r_
med.htm RESOLVE: ASL
National Autistic Society (NAS) http://www.nas.org.uk/ Champion the rights and interests of all people with autism and aim
to provide individuals with autism and their families with help, support
and services that they can access, trust and rely upon and which can
make a positive difference to their lives.
NAS autism directory: www.autismdirectory.org.uk An online directory of autism services, support groups and training
courses throughout the UK.
NAS Signpost: www.autism.org.uk/signpost Signpost provides personalised information for parents/carers and
people with autism relevant to age, diagnosis and location. It includes
information on benefits, key services and training.
NAS Autism Data: www.autism.org.uk/autismdata Autism Data is a searchable data base providing information on
published research articles, books and multi-media on autism.
NAS helpline: 0845 070 4004 The autism helpline provides impartial and confidential information,
advice and support to people with autism and their families as well as
professionals, researchers and students.
National Centre for Autism Studies (NCAS) http://www.strath.ac.uk/autism-ncas/ Based in the University of Strathclyde, NCAS comprises three
strands of excellence in relation to autism - research excellence,
practice excellence and teaching excellence - with expertise from a
multi-disciplinary staff and visiting professors.
Number 6 Edinburgh http://www.number6.org.uk Number 6 is the One-Stop Shop for adults (16+) with High
Functioning Autism (HFA) or Asperger’s Syndrome (AS) who live in
the Lothians. The service is provided by Autism Initiatives UK

Parents for the Early intervention of Autism http://www.peach.org.uk A UK parent-led charity established to promote early behavioural
(Peach) intervention for young children with autism, Applied Behavioural
Analysis (ABA), often referred to as the Lovaas Programme.
People with High-functioning Autistic http://www.phad-fife.org.uk/phad.php A charity working in partnership with other autistic associations and
Disorders in Fife (PHAD) Fife Council to provide support and advice to families and carers of
sufferers of high-functioning autistic disorders such as Asperger’s
Syndrome and Semantic Pragmatic Disorder.
Scottish Autism Research Group (SARG) http://www.education.ed.ac.uk/sarg An interdisciplinary group of academic researchers, postgraduate
students and practitioners involved in research into autistic spectrum
disorders
Scottish Autism Service Network (SASN) http://www.scottishautismnetwork.org.uk Provides a professional network for autism in Scotland and a hub
of information, with the primary aim of building the capacity of the
workforce to make a difference to the lives of people with autism and
their families.
Scottish Society for Autism (SSA) http://www.scottishautism.org.uk Over 400 people of all ages with autism in Scotland are supported
by the Society in conjunction with Local Authorities. With 40 years’
experience of working with people with autism, the Society offers
specialised training to families and professionals.
Jessica Kingsley Publishers http://www.jkp.com/ Independent publishers of professional and academic books in the
social and behavioural sciences.
Learning and Teaching Scotland (LTS) http://www.ltscotland.org.uk/aboutlts/ Provides teaching and learning experiences for Scotland’s
children and young people. As the lead organisation for curriculum
development in Scotland, LTS provides advice, support, resources
and staff development to the education community.
Respectme http://www.respectme.org.uk/ respectme is Scotland’s Anti-Bullying Service funded by the Scottish
Executive, managed by SAMH (Scottish Association for Mental
Health), in partnership with LGBT Youth Scotland. It is not an autism
specific organisation.

Section 9
Practice Grids
It is recognised that Toolbox users may wish to print
off some of the material included in Part 2.
Practice Grids
This document contains the 12 practice grids from Section 2 of The Scottish Autism Toolbox. These were developed to illustrate the impact of
Autism Spectrum Disorders on a range of school and classroom issues.
Grid 1 The Impact of ASD on Teaching and Learning

Grid 2 The Impact of Sensory Issues in ASD on Learning
Grid 3 The Impact of ASD on Assessment
Grid 4 The Impact of ASD on Individualised Educational Programmes
Grid 5 The Impact of ASD on Classroom Organisation and Classroom Strategies
Grid 6 The Impact of ASD on Differentiation
Grid 7 The Impact of ASD on the Social Curriculum
Grid 8 The Impact of ASD on Bullying
Grid 9 The Impact of ASD on Emotional Well-being
Grid 10 The Impact of ASD on Transitions
Grid 11 The Impact of ASD on Personal Transitions
Grid 12 The Impact of ASD on Whole School Approaches
Grid 1 – The Impact of ASD on Teaching and Learning
The Impact of ASD on Teaching and Learning

Impact of ASD Responding to the needs of pupils with ASD
Links to HGIOS Quality Indicators
1.1 Improvement in performance 8.1 Partnerships with the community, educational establishments, agencies and employers
1.2 Fulfilment of statutory duties 8.2 Management of finance for learning
2.1 Learners’ experiences 8.3 Management and use of resources and space for learning
5.1 The Curriculum 8.4 Managing information
5.2 Teaching for effective learning 9.1 Vision, values and aims
5.3 Meeting learning needs 9.2 Leadership and direction
5.4 Assessment for learning
5.5 Expectations and promoting achievement
5.6 Equality and fairness
5.7 Partnership with learners and parents
5.8 Care, welfare and development
Refer to HMIE Education for Pupils with Autism Spectrum Disorder Recommendations 3, 4, 5, 7 and 8

• Difficulty forming and sustaining relationships • An acknowledgment of how significant social interaction skills are in enabling pupils to engage
due to limited awareness and appreciation for the with a range of learning opportunities.
perspective of others. This may be interpreted by
• An acceptance that difficulties in this area are a core aspect of ASD and that children will
others as a lack of empathy.
benefit from being valued as individuals with a different social perspective.
• Time is needed to explore and identify learning opportunities within social situations.
• A range of approaches can be adapted to support learning in this area ( See Section 6 -
Resources 25, 26, 28, 45). Additionally natural opportunities for social learning need to be
maximised e.g. playground activities, dining hall and community activities.
• Predicting and understanding the • Understanding the social behaviour of pupils with ASD can be complex. It is tempting to
consequences and the impact of behaviour on view the responses and reactions and motivation of pupils from a typical perspective. Whilst
others may be problematic. behaviour needs to be addressed it is essential that attempts are made to understand the
ways in which ASD has been a factor and that behaviour can often result from communication
difficulties or from prolonged exposure to highly stressful situations. It is important to remember
that some pupils with ASD will find even the most basic of social situations anxiety provoking.
• Seeing and making connections in a range of • There is a need for continuous assessment across all areas. Assessment will need to take
contexts may be challenging. Skills learned account of environmental and contextual factors. Do not assume because a child demonstrates
in one environment may not automatically be competence in one setting that this will be generalised to a range of contexts. This means more
replicated in another. detailed and comprehensive approaches to assessment may be required to ensure an accurate
profile of skills and abilities is being formed.
• Focus of attention may be inconsistent and out • Visual supports may be needed to enable the pupil to direct their attention appropriately e.g.
of step with teachers’ expectations. use of maths window, highlighting sections that need to be read. The teacher may also need to
check that the focus is as expected as it may frustrate pupils to feel that they are carrying out
tasks when they find a mismatch of expectations. Adults may also become frustrated by what
may appear to be a lack of concentration and focus. In reality most children with ASD will be
trying hard to process information but may not always be on the right track.
• Coping with the unknown or unfamiliar may be • Plan and prepare for new situations by using strategies such as appropriate visual supports,
stressful and may have a negative impact on social stories or by a familiar and trusted adult explaining what will happen. This is especially
behaviour. important if plans need to change. Pupils with ASD are less likely to respond negatively to
change if it is signalled and explained in a way they can understand.
• Choosing and prioritising may be problematic • Sometimes it may be necessary to limit choices in order to make the decision more manageable
and may be linked to difficulties with predicting for the pupil. This does not need to mean that access to experiences or opportunities are closed
outcomes and consequences. off but that pupils with ASD may need to learn the consequences of decision making in a more
incremental way.
• Self and task organisation, planning and • Strategies which support planning such as using checklists, schedules or colour coded work
working sequentially and systematically may be sheets will support problems with prioritising and working in a systematic way.
difficult and idiosyncratic.
• Flexibility of thought and behaviour: The ability • It is important that such inflexibility is not misinterpreted as belligerent or non compliant behaviour.
to cope with change and interpret and act on Staff need to understand the child’s perspective and support them to work through the inflexibility.
information in a range of different contexts can Pupils will need help to understand that people have different thoughts and feelings to their own.
be problematic. This may result in a tendency Pupils need to consider alternative responses to challenging situations in a supportive non-
for rigid thinking and processing that manifests judgemental environment.
in inflexible behaviour patterns and responses.
• Controlling inappropriate impulses and self- • It is important to establish:

control. Pupils may be compelled to engage in
• Is the behaviour a problem?
a range of behaviours that may be considered
• If so who is it a problem for?
impulsive or repetitive. E.g. flicking light
• What purpose or function does the behaviour serve?
switches on and off.
• Why might a pupil respond in this way?
• What steps can be taken to support them to behave differently?
• What can you offer to compensate or motivate the child in place of the behaviour?
• These are key questions because adults need to be aware that pupils with ASD will present
a wide range of challenges, it is impossible to tackle everything at once, therefore it is
important to establish why behaviour may be viewed as problematic. If you simply attempt
to extinguish a particular behaviour, an equally or indeed more inappropriate behaviour may
develop.
• Reflection on one’s own actions, behaviours, • Strategies that promote self awareness and self reflection are important. This can be reinforced
experiences and expressions may be by consistent use of pupil self evaluation tools. Consolidation that focuses, not just on content,
limited. This may manifest in an inability to but on process, e.g. what did you do, who did you do it with, what occurred, how might it have
place oneself in an experience or to see the been done differently. This is a core area of difficulty for pupils on the spectrum, they are likely
relationship between their actions, outcomes to need ongoing teaching and support to be able to successfully locate themselves in their own
and the responses of others. experiences and to be able to reflect on those experiences for future learning or habituation of
actions.
Grid 2 – The Impact of Sensory Processing Issues in ASD on Learning
The Impact of Sensory Processing Issues in ASD on Learning

This grid highlights some aspects of behaviour that may have a sensory foundation. The suggested strategies will not apply to all children and should not
be viewed as a blanket approach. Before implementing it is advisable to at least discuss potential strategies with an Occupational Therapist to ensure
appropriateness.
Tactile Processing Issues Responding to the needs of pupils with ASD
• Child is uncomfortable with light • Ensure the child is seated near the back and side of the class so he can see others moving towards him.
touch and can become upset / • Delineate the area the child is to sit on during ‘Circle Time’ or floor work by using a carpet tile (even better
aggressive if touched unexpectedly. give each child their own tile so as not to make the one child different). Ensure others are not sitting too
close.
• Ensure the child is either at the front or the back of the line for coming in/out class. Allow the child to be door
monitor so he can hold the door open and all others can pass through ahead of him.
• Arrange for the child to be allowed into the dinner hall ahead of their peers so he can get sorted and seated
before the rush starts.
• Forewarn the child before you touch him, by saying his name first and moving through his visual field to
reach him.
• Do not force the child to participate in messy play e.g. finger painting etc. but allow him alternatives such as
using a paintbrush.
Visual Processing Issues Responding to the needs of pupils with ASD
• Child finds bright lights • Natural light is a better option than strip lighting, both from a visual and auditory perspective, so avoid
uncomfortable. artificial light sources if it is a bright day.
• Allow the child to wear a skip cap; if not allowed in class then at least allow him to use in the playground and
for PE classes being held outside.
• Child uses vision as a stimulus. • Keep classroom environment as clutter-free as possible. If your preferred teaching style is to have busy
walls then ensure the child has a screened off workstation with high sides, blank walls and a visual timetable
only.
• Allow the child some small visual toys for their sensory box, that he may play with during timetabled ‘sensory
breaks’.
Auditory Processing Issues Responding to the needs of pupils with ASD
• The child is easily distracted by • Shut doors or windows to reduce external noise.
loud or extraneous noise.
• Pre-warn the child before any tests of the fire alarm system.
• Allow the child to use headphones whilst working.
• Ear plugs might help in situations such as assembly/dinner hall etc. During assembly ensure the child is
seated at the end of a row, next to the teacher/adult if possible.
• Reduce the amount of electrical equipment used during times of concentration.
• The noise of a pencil on paper can be uncomfortable and the child may prefer to use a ballpoint pen.
• The child hums constantly (either • If the child needs to hum to concentrate, teach him to do so quietly. Position him in class where he is less
to block out extraneous noise or distracting to others.
because he is seeking auditory
• Giving the child a vibrating toy to hold in this hand whilst working, or allowing him to sit on a vibrating cushion
input).
can reduce the degree of humming.
Olfactory Processing Issues Responding to the needs of pupils with ASD

• The child is sensitive to smell. • Be aware that your perfume or aftershave might elicit an adverse reaction in a child with olfactory sensitivity.
• Avoid the use of air fresheners etc in the classroom.
• Be aware of the strong smells of some cleaning products.
Concentration Issues Responding to the needs of pupils with ASD
• The child needs to calm and focus. • Get the whole class to do ‘chair press-ups’ prior to any writing activity.
• Use weighted ‘wheatgerm bags’ laid over the child’s knees, shoulders or back of the neck to provide
additional proprioceptive input during desk based tasks.
• Have plenty movement breaks throughout the day.
• The child tends to rock in chair or • Allow the child to play with a fidget toy whilst working and listening. Small keyrings or pencil toppers can be
fidget. a discreet way of providing a ‘fidget opportunity’.
• Provide the child with a ‘Movin’sit’ cushion or allow them to sit on a therapy ball during periods when intense
concentration is required.
• Have plenty movement breaks throughout the day.
• Use a ‘Movin’sit’ or therapy ball as above.
• Carry out action songs (e.g. ‘Head, Shoulders, Knees and Toes’ or ‘Alive, Alert, Awake, Enthusiastic’) as a
class activity prior to periods of concentration.
• The child appears slouched or • Precede any period of sitting with a burst of active movement e.g. star jumps, skipping etc.
lethargic.
Organisational Skills Responding to the needs of pupils with ASD

• Children with ASD benefit from • Use visual timetables to enable the child to know what comes next.
structure and routine.
• Use a timer for set pieces of work and for ‘sensory breaks’.
• Ensure that trays and workbooks are clearly labelled.
• For secondary school pupils ensure that workbooks, timetables, school plans and classroom doors are
colour coded.
Grid 3 – The Impact of ASD on Assessment
The Impact of ASD on Assessment

1.1 Improvement in performance 8.1 Partnerships with the community, educational establishments, agencies and employers
2.1 Learners’ experiences 8.2 Management of finance for learning
5.3 Meeting learning needs 8.3 Management and use of resources and space for learning
5.4 Assessment for learning 8.4 Managing information
5.5 Expectations and promoting achievement 9.1 Vision, values and aims
5.6 Equality and fairness 9.2 Leadership and direction
Refer to HMIE Education for Pupils with Autism Spectrum Disorder Recommendations 3, 4, 5 and 8
• Pupil may not be able to access standard • Adaptation to assessment process e.g. access to distraction free environment, explanation
approaches to assessment. of ambiguous language, extra time to process and act on or respond to information.
• May have a “spiked” profile meaning that there are • Do not presume foundation skills are in place. Enable pupils to develop areas of strength
inconsistencies in performance of skills and abilities whilst being aware of gaps in basic skills and conceptual understanding. Access to a broad
across a range of developmental and curricular and balanced curriculum in keeping with individual profile.
areas.
• Transferring skills across environments may be • Assess the same competence in a range of settings. Involve and include parents and other
challenging. relevant agencies in assessment process. Allow time to specifically teach skills in different
contexts.
• Capacity to access social aspects of school life may • Non curricular areas such as social interaction, play and imagination, independence
need more detailed assessment and support. skills, self awareness and emotional understanding should be incorporated into overall
assessment/pupil profile. Capacity to cope with social aspects of school life such as
intervals, lunch time and moving from class to class should be considered. These can be
significant areas of difficulty and are not peripheral to teaching and learning for pupils with
ASD but are central and can potentially impact on learning and well being.
• Inconsistent motivation and engagement may result • Use pupil’s interest to increase engagement in assessment process. Identify what is
in misleading outcomes. Pupil may not understand intrinsically motivating for the pupil as they are unlikely to respond to extrinsic or social
and value the importance of assessment. motivators. Acknowledge that reasonable adjustment has been made in order to maintain a
realistic perspective of the pupil and their skills and competencies.
• Pupil may lack self awareness resulting in difficulties • Support pupil to notice and comment on their own performance and behaviour in relation to
with meaningful involvement in their own learning. specific or agreed targets. Develop and use visual materials to support pupil in recognising
and recording their own progress (see examples 1 and 5).
Grid 4 – The Impact of ASD on Individualised Educational Programmes
The Impact of ASD on Individualised Educational Programmes

1.1 Improvements in performance 5.7 Partnerships with learners and parents
1.2 Fulfilment of statutory duties 5.8 Care, welfare and development
2.1 Learners’ experiences 6.1 Policy review and development
2.2 The school’s success in involving parents, carers 7.3 Staff development and review
and families 8.1 Partnerships with the community, educational establishments, agencies and employers
5.1 The curriculum 8.4 Managing information
5.3 meeting learning needs 9.3 Developing people and partnerships
5.4 Assessment for learning 9.4 Leadership of improvement and change
• Existing planning approaches and tools may not • In addition to standard curricular areas, social aspects may need to be significantly expanded
meet the needs of pupils with ASD. upon e.g. Personal & Social Development – may need to include areas such as social
interaction, self awareness, independence, emotional awareness (see examples 11, 12, 13).
• Likely to need extended and specific supports to • Tasks likely to need differentiation - See section 2.7 on differentiation. Individualised visual
access the mainstream curriculum. communication supports may need to be developed based on assessment profile.
• Social skills will need to be explicitly assessed and • Liaison with SALT may be required to support social development. Consultation with parents
taught. regarding their priorities will be important. Social skills need to be practiced in naturalistic
environments.
• CPD for school staff in these areas is likely to be needed to enable staff to understand the
key issues and to develop appropriate targets and teaching activities.
• Unstructured social aspects of the school day will • Whole school awareness is important. Non teaching staff should be aware of and involved in
need careful planning. formulation of targets to meet needs outwith the classroom e.g. Intervals and dining hall etc.
Consideration of the whole school environment from the perspective of pupils with ASD will
be needed to ensure empathic and supportive responses.
• Transitions across the school day including coming • An effective, reciprocal system for home/school communication is needed so that issues
to and leaving school will need careful planning. relating to identified and agreed targets arising from either environment can be monitored and
acted upon.
• L
iaison with escorts and other adults involved in transporting pupils to and from school may
be needed to ensure consistency for key targets. Similarly liaison with any before and after
school care providers will also be beneficial.
• Pupils will need support to monitor their own • Pupils are likely to need time and structured support to prepare a meaningful contribution to
progress and to be actively involved in their own the planning and review process (see exemplar 2). Self assessment tools may need adapted
learning. to accommodate the thinking and information processing styles of pupils with ASD. Targets
should be reinforced daily in the classroom environment with specific target highlighted so
the pupil is aware of the focus of their efforts and that the potential to feel overwhelmed is
minimised.
• There is likely to be a range of professionals • Robust systems for ongoing review involving key professionals and the family will be needed.
involved in supporting the pupil and their family Sufficient time will need to be allocated for staff to prepare for and to be involved in meetings.
(see section 4 on Working with Other Agencies). Parents may need support to be actively involved in meetings, e.g. having any paperwork in
advance of the meeting and having sufficient time to express their views within the meeting
and being able to bring a supportive friend or advocate with them. Continuous monitoring,
review and development of targets should be a shared commitment on the part of all involved
adults.
Grid 5 – The Impact of ASD on Classroom Organisation and Classroom Strategies
The Impact of ASD on Classroom Organisation and Classroom Strategies

1.1 Improvement in performance 8.2 Management of finance for learning
1.2 Fulfilment of statutory duties 8.3 Management and use of resources and space for learning
2.1 Learners’ experiences 8.4 Managing information
5.4 Assessment for learning 9.3 Developing people and partnerships
7.3 Staff development and review
• Sensory processing differences may cause the • Staff working with the pupil need to accept that these are legitimate and often complex
pupil to experience stress and anxiety in a range issues that impact on learning and learning behaviour. Staff do not need high level technical
of environments. knowledge in relation to sensory processing but do need a willingness to adapt advice based
on assessed or identified issues that may have a sensory basis.
• Cognitive processing such as Central Coherence • Pupils may need time to familiarise themselves with the classroom environment and
difficulties may impact on the pupil’s capacity to surrounding key areas.
identify and act upon common environmental
• Cupboards and resource areas should be clearly labelled to show content and or function.
cues. Identifying and understanding the
appropriate focus of attention may be
problematic.
• Pupils may become overwhelmed by • Pupils may need the opportunity to identify where they feel most comfortable sitting.
environmental stimuli.
• Pupils may benefit from access to a quieter, distraction free area in the class, this does not
need to be for the sole or permanent use of pupils with ASD but could be an area where any
pupil can go to focus on a piece of work (see example 9, p.80).
• Pupils with ASD may appear to be easily and • Pupils with ASD may benefit from having a map of the school so they are clear about how they
frequently distracted by environmental factors. will move from area to area. This is increasingly important in primary school but will almost
Such factors may be obvious, uncommon or certainly be a valuable support in a secondary environment.
responses to anticipated events e.g. the bell
• Pupils may, on occasion need time to withdraw and settle following upset. They may need
ringing.
• Time to calm down and return to the environment
• An explanation of what has occurred
• Some aspect of the environment may have to be altered
• If children are unduly stressed they will be unlikely to be able to learn therefore such
approaches are a valid and worthwhile investment of time and are a legitimate strategy to
enable learning needs to be met.
• Pupils with ASD may have a poor sense of group • Pupils may need a range of prompts including verbal and visual supports in order that the focus
culture and group identity and this may be a of attention is explicit. An environment that is as clutter and distraction free as possible will
factor in relation to collaborative working or group maximise capacity to concentrate. This does not mean that there should be no visual stimulus
tasks. present however when pupils are involved in altering their environment e.g. being present when
displays are mounted rather than them appearing overnight are more likely to accept and adjust
to such change.
• Pupils are likely to be more vulnerable to peers • Pupils will need a sensitive and empathic approach to enable them to be meaningfully included
who may focus in on unusual social behaviour in social aspects of learning. An incremental approach may be needed e.g. working with an
and who may exploit inappropriate attempts to adult then working in pairs and building to groups. It should be acknowledged that for some
interact. pupils this will always be problematic. It may also be sporadic with pupils being able to function
in groups for some purposes especially if they are related to specific interests but not for others.
This also applies to social aspects of the school day, e.g. lunch times.
• Ritualistic or routine driven behaviour may • Staff will need to monitor carefully peer interactions and when necessary intervene to prevent
develop as a compensatory coping strategy if escalation of any issues. Sensitivity will be required so that social attempts by pupils with ASD
there is an absence of structure and predictability are not undermined. Any negative targeting of pupils with ASD should be dealt with immediately
in the immediate and wider environment. and be seen as bullying. It may on occasion be necessary to undertake work with peers as
well as with the pupil on the spectrum. This work could form part of a PSD topic or programme.
Whilst individual, confidential information regarding specific pupils must not be shared a more
general approach to discussing diversity and difference may be helpful. It may be beneficial to
be proactive in relation to such issues rather than have to formulate approaches when issues
arise and the confidence of the pupil with ASD is damaged.
• Concerning behaviours may arise as a result of • It is important to observe and assess such behaviour as it may be due to environmental
high levels of stress from prolonged periods in factors that may be relatively easy to adjust. Using an environmental audit tool may assist (see
unpredictable or highly socially demanding and example 10, p 81). It is also important to ascertain if there is sufficient predictability from the
confusing settings. child’s perspective, if there is sufficient visual communication and if there is a balance in terms
of expected demand especially social demand.
• Poor understanding of time concepts, including • Individualised, empathic responses are important. Regular time out or access to time out may
the passage of time, quantifying time and be beneficial. Teaching self-regulatory strategies may be important i.e. having supports and
abstract language used around time e.g. later, strategies in place that enable the pupil to recognise when they are stressed and need to take
soon, in a wee while may provoke anxiety. evasive action. Reasonable adjustments and allowances may need to take place such as not
attending assembly or withdrawing from certain subjects that result in stress or having content
of such subjects delivered by alternative means.
• Concrete markers of time, passage of time, start and finish are required to enable the pupil to
orientate themselves across the school day. Language that can be interpreted literally should
be avoided - “in a minute” may mean precisely that to a pupil with ASD. Similarly abstract
language such as” later” is best avoided, instead use concrete signifiers such as “when lunch
is finished” For secondary pupils the timetable should indicate the times when classes will
start and finish. Pupils may need specifically taught to accept a more flexible approach to time.
Rather than it will happen at 1pm it may help to give parameters e.g. It will happen between ten
to and ten past one – this is dependent on individual knowledge of the child as some pupils will
find this approach stressful.
• Pupils with ASD are likely to need a high level • Staff attitude is important here. The pupil is unlikely to be asking repetitive questions to irritate
of repetition of information. This may be due to staff, rather they may have difficulty retaining and recalling information in context or indeed
the way in which information is processed or to a see the relevance of specific information to a context. A concrete record of key information
high level of anxiety. using visual supports if needed is likely to minimise the need for repetitive questions. However
if supports are in place such behaviour may be indicative of much deeper rooted stress and
anxiety.
Grid 6 – The Impact of ASD on Differentiation
The Impact of the ASD on Differentiation

1.1 Improvement in performance 8.2 Management of finance for learning
2.1 Learners’ experiences 8.3 Management and use of resources and space for learning
5.1 The curriculum 8.4 Managing information
• Pupils on the autism spectrum may present • Assessment will be required to determine the appropriate level of academic tasks. It will be important
with an uneven profile of abilities. not to assume competence in one area will mean comparable ability at all levels. This may make for
a more protracted approach to assessment but is likely to result in a more comprehensive profile of
strength and need.
• Core difficulties with language and the • Review teaching materials for language that is ambiguous or could be interpreted on a literal level.
extraction of implied or intended meaning
• Ensure that the purpose of the task is explicit and that it is not lost in extraneous detail or complex
can be a barrier to accessing standard
language.
curriculum materials.
• Ensure there is a match between the pupil’s language ability and the language used.
• Bear in mind that some pupils on the spectrum may have a high level of understanding of technical
language but find “carrier” language confusing. This will be particularly relevant to problem solving
tasks and in active learning contexts.
• Materials that are overly visually stimulating • When necessary ensure that work is presented in such a way that the focus of attention is
or that contain superfluous visual appropriate. This will be determined by observation of how pupils interpret materials and instructions/
information may be confusing or distracting. tasks.
• The boundaries of tasks may be confusing. • The beginning and end of tasks may need to be highlighted. This can be achieved by:
Pupils may have difficulty getting started or
• Use of timers e.g. sand timers, kitchen timers or a clock with a marker to show when the task will
knowing when to stop.
be finished.
• Visual markers located in work e.g. “Start” and “stop” or green lights and red lights or arrows to
indicate the beginning and the end of exercises.
• A box that indicates when work is finished embedded into work may be useful. e.g. ‘Finished’
• Some pupils may benefit from a physical boundary superimposed on the task to make it clear to
them what they are supposed to be working on.
• Skills taught in class may not automatically • Investing time to practice skills in situ will be beneficial. Teaching the same skill in a variety of
be transferred into a functional context. contexts may be required. Using real practical materials e.g. using real coins when teaching money
values.
• Be creative with opportunities around the school to practice skills e.g. buying pencils; snack; reading
for information - timetable, instructions; taking on tasks in the office; enterprise projects etc. All of this
is likely to be underway for all pupils. Adjustment coupled with a creative approach will maximise the
benefit to pupils who are on the spectrum.
• Recording information can be challenging • It will be important to consider whether it is necessary to have written evidence. If so individual
in terms of quality and quantity. Reasons motivators may need to be used to encourage the pupil to produce work that reflects their ability.
for this include:
• For pupils who tend towards perfectionism, long term approaches to address understanding that
• A need for work to look perfect. This may everyone makes mistakes should be ongoing.
be due to a tendency for rigid/inflexible
• If written evidence is not required consider alternatives such as:
thinking.
• Photographs
• Fine motor and or sensory issues may
• Pre-written labels
impact on the quality of written work due
• Access to a computer
to the over or under exertion of pressure
• Scribing (to varying degrees)
applied.
• Magnetic boards and photocopier
• A lack of intrinsic motivation may inhibit • Whiteboards/chalkboards
the quantity of work produced. A pupil • Video
who feels they have mastered a skill • Illustrations/drawings
may see no purpose or benefit to them in
evidencing competence.
• Autism may overlap with other conditions. • An occupational therapy assessment may be required for pupils whose motor skills are a consistent
source of concern.
• Motivation to engage with tasks is • Motivators will vary significantly for individuals with ASD. Consider observing to find what will
dependent on many factors including: motivate a pupil in any given situation as this may also vary. Initially motivators are usually highly
personal and families will often be able to provide helpful information about their own family member.
• Purpose
• Interest/experience
• Tangible outcomes
Grid 7 – The Impact of ASD on the Social Curriculum
The Impact of ASD on the Social Curriculum

1.1 Improvements in performance 6.1 Policy review and development
Fulfilment of statutory duties 6.2 Participation in policy and planning
2.1 Learners’ experiences 7.2 Staff deployment and teamwork
2.2 The school’s success in involving parents, 7.3 Staff development and review
carers and families
8.1 Partnerships with the community, educational establishments, agencies and employers
5.1 The curriculum
8.3 Management of resources and space for learning
5.2 Teaching for effective learning
8.4 Managing information
5.3 Meeting learning needs
9.1 Vision, values and aims
9.2 Leadership and direction
9.3 Developing people and partnerships
9.4 Leadership of improvement and change
5.7 Partnerships with learners and parents
Refer to HMIE Education for Pupils with Autism Spectrum Disorder Recommendations 3, 4, 5, 6, 7 and 8
• Social skills needed to access learning • Assessing social as well as academic skills is essential as is recognising the validity of teaching
opportunities are likely to need purposeful such skills and recognising that they are vital to enable pupils to access more formal learning. This
teaching. is important at all stages i.e. from nursery through to secondary and indeed further and higher
education.
• Social knowledge may be out of step with age or • A sound awareness of ASD in general and how it impacts on individual pupils is needed for staff to
other cognitive abilities. recognise and appreciate the significant impact of impairments in social interaction. Impairments
can be very obvious but may also be quite subtle. Social expectations should be in line with
current capacity rather than expected capacity based on the child’s or young person’s age.
• Specific strategies are likely to be needed across a range of contexts
• Involving the pupil as much as possible will enable staff to take account of what is motivating for
the pupil e.g. it may be important to the pupil to attend a youth club as this is what peers are doing.
• Transferring social skills from one context to • It will be important for staff to understand that generalising difficulties are associated with ASD and
another is likely to be problematic. to recognise that pupils are likely to need direct teaching and support to enable them to use skills
in a range of contexts. Pupils will be supported by:
• Staff accepting this as a feature of their ASD.
• Maximising opportunities for social learning that takes place in situ.
• Modelling the expected social behaviour.
• Developing appropriate peer support systems such as a “buddy” system.
• Using visual supports to prepare the pupil for new social experiences.
• Providing a named and accessible member of staff to support the pupil emotionally when social
situations go wrong.
• Providing support to enable the pupil to reflect on social situations that have gone wrong and to
develop alternative strategies or coping mechanisms. This is likely to require use of a range of
strategies that use visual (see p 83) or cognitive approaches.
• Using information from previous teaching staff, family members and other involved
professionals may be helpful in forming pro-active or preventative strategies.
• Pupils with ASD may make no distinction • Staff may need support to ensure they do not take the pupil’s communication style personally.
between how they interact with adults and how
• Whole school education regarding diversity may help minimise perceptions of other pupils that an
they interact with peers. Indeed the pupil may
perceive the adults in the setting are more like individual child “gets away” with particular behaviour that would not be tolerated if offered by other
peers than the other pupils. pupils. This does not mean identifying any individual pupil but rather advocates an ethos where
pupils are treated equally but individually.
• Pupils with ASD, particularly more able • Anti-bullying guidance may need to be differentiated in order to be more accessible for pupils on
individuals, often have a desire for friendship the spectrum.
but lack knowledge and experience of the
• Pupils with ASD may need individualised support in order to recognise such behaviour in others.
incremental and complex way in which
friendships develop. This can render them • Pupils are likely to benefit from having a nominated adult or indeed an adult they identify to
socially vulnerable in a number of ways: approach when they feel uncomfortable. Staff may need to initiate support as some pupils would
• They can be vulnerable from more streetwise not take the initiative to discuss problems even if they are quite extreme.
pupils who may encourage them to be • Pupils may need to be purposefully taught a range of strategies for removing themselves from
disruptive in order to “earn” a place in a situations – such strategies are likely to be helpful to all children.
group.
• They can be more vulnerable to bullying as • Pupils may need playground or street language translated for them as there is a tendency towards
they are unable to read the predatory signals literal and formal use of language.
of children who engage in bullying. • A safe haven or retreat within the school may be useful when pupils are feeling overwhelmed or
• They are unlikely to be able to generate uncomfortable.
a range of strategies to enable them to
disassociate with individuals who are taking
advantage of them.
• They may not recognise that they have
to report acts of bullying in order to seek
support. Added to this they may be unclear
about who may be in a position to help them.
• Pupils with ASD are likely to interpret • Clubs and interest groups are likely to provide a place where pupils with ASD can socialise and
language on a literal level. Added to this there also shine in terms of their knowledge and or ability.
is a tendency for logical, sometimes rigid
• Again it is important not to take certain responses personally. Staff working with pupils with ASD
interpretation of rules. Social behaviour may
need to be aware of their own non verbal and verbal language. They may feel their authority is
therefore be very inflexible with some responses
challenged and may feel undermined by the pupil. It is important to reflect on such responses
being perceived by adults as belligerence. Such
within the context of understanding the impact of ASD on the pupil. It may be beneficial to set out
pupils are frequently exactly right on a logical
rules, expectations and required standards of behaviour from the outset. Of all the pupils in the
level but extremely inappropriate on a social
class those with ASD are the most likely to conform. It will however be difficult for pupils to detect
level.
implied meaning therefore clear and explicit instruction is likely to be needed.
Grid 8 – The Impact of ASD on Bullying
The Impact of ASD on Bullying

1.1 Improvement in performance 6.1 Policy review and development
2.1 Learners’ experiences 6.2 Participation in policy and planning
7.2 Staff deployment and teamwork
5.1 The curriculum
7.3 Staff development and review
8.1 Partnerships with the community, educational establishments, agencies and employers
5.3 Meeting learning needs 8.4 Managing information
5.4 Assessment for learning 9.1 Vision, values and aims
5.5 Expectations and promoting achievement 9.2 Leadership and direction
5.6 Equality and fairness 9.3 Developing people and partnerships
• Core difficulties in social relatedness and • Assess and develop self-awareness skills in areas related to their vulnerabilities. There
understanding will often have a significant impact are numerous practical resources to help in this area; there are also specific interventions
on the person. For example a pupil with an ASD is developed to support this area of functioning (Section 6 Resources 11, 16, 25, 26).
unlikely to be socially motivated to fit into the crowd
or follow fashion trends: such a pupil may not be
motivated by the same types of things as other
pupils.
• They may like things that seem ‘odd’ to other pupils • Developing alternative opportunities, such as ‘safe communities’ within the school
and teachers. This can cause them to ‘stand out’ in a (examples of these can be chess clubs, library or a base to have breaks and lunch).
crowd and they can then be susceptible to bullying in
response to their difference.
• There are challenges within the social context • Provide social skills training opportunities, but be aware of the limitations of generalising
resulting from interpersonal engagement, processing these skills. (Use this as a means of raising the pupil’s self-awareness or as an informative
the social meaning and awareness of others
informal assessment to guide strategies of support).
perspectives.
• Difficulty interpreting unspoken meanings behind • Teach ‘signs of bullying’ so that the pupil is aware of what behaviours indicate bullying.
words and can result in the pupil being vulnerable to
• Ensure the school anti-bullying policy specifically mentions ASD and the response to be
the intentions of others. Pupils with ASD can often
taken to incidents and bullying behaviour. Respectme national anti-bullying service can
become ‘targets’ as their social naivety can be very
support the development of and refreshment of policies and provide training for staff.
apparent.
• Help the pupil to understand the school’s anti-bullying policy.
• Provide ‘assertiveness training’ but be aware of the possible impact of inflexible thinking and
that the pupil may rigidly apply a set response in a variety of different contexts. Additionally,
they may not be able to initiate this response in a social situation. Continue to monitor and
adapt your support strategies and provide visual supports to augment their learning.
• A pupil with ASD may have a single minded focus on • Consider providing a ‘buddy system’ or someone who can ‘look out’ for them and report any
developing friendships. They may desperately want situation that they feel are of concern for the person.
a friend and can misinterpret kindness for friendship
and become attached to someone who does not
consider them a friend. Inflexibility of thought and a
lack of appreciation of the others feelings may result
in rejection.
• A pupil with ASD may be motivated to ‘fit in’ with the • Provide visually timetabled ‘social translation’ sessions. This can provide an opportunity
crowd, but lack the social awareness that they are within the day for the pupil to discuss situations they may not have understood or that have
being ‘exploited’ by others. Some people engage in been picked up as social misunderstandings by teachers.
‘anti-social’ activity.
Grid 9 – The Impact of ASD on Emotional Well-being
The Impact of ASD on Emotional Well-being

Links to HGIOS Quality Indicators (highlighted by theme)
1.1 Improvement in performance 5.3 Meeting learning needs
Themes: Themes:
• Standards of attainment over time • Tasks, activities and resources
• Overall quality of learners’ achievement • Identification of learning needs
• Impact of the school improvement plan 5.4 Assessment for learning
2.1 Learners’ experiences Themes:
Themes: Planning learning experiences and activities
• The extent to which learners are motivated and actively 5.5 Expectations and promoting achievement
involved in their own learning and development
Themes:
5.1 The curriculum • Learner expectations and sense of achievement
Themes: • Promoting and sustaining an ethos of achievement
• Programmes and courses
5.6 Equality and Fairness
• Transitions
Themes:
5.2 Teaching for effective learning • Approaches to inclusion
Themes: • Promoting equality and fairness
• The learning climate and teaching approaches • Ensuring equality and fairness
• Teacher-pupil interaction including learners’ engagement
• Clarity and purposefulness of dialogue
Themes:
• Approaches to and provision for meeting the emotional, physical and social
needs of children and young people
• The pupil with ASD may possess a scattered profile of abilities • Present structured opportunities for group interaction within the school day. Use
however the core areas of difficulty being primarily in social infor-mation gathered from baseline assessments of their profile of abilities.
communication, social interaction, play, imagination and flexible Prepare the pupil for group interaction through visually timetabled information of
thinking mean that they may be less likely to engage in shared when and for how long group interaction sessions will take place. Develop visual
experiences. This may impact on their motivation to join in materials to support their expected involvement and incorporate the involvement
group activities, such as social games and sports. of others within the interactions.
• Misunderstandings may arise due to the pragmatics of • Provide written information (if at their cognitive level) of the rationale for
language, interpersonal engagement (they may misinterpret the participating in such an activity. This information should attempt to address such
unspoken meanings within the interaction). issues as difficulties with theory of mind (others perspective) and difficulties with
central coherence (getting the social meaning).
• A lack of understanding of social interaction skills and missing • Accept that there may be areas of ‘blindness’ within the social interplay that they
the social context of situations often leaves the pupil with ASD not be able to achieve naturally or through adaptations.
on the periphery and often isolated.
• The pupil with ASD may possess difficulties with a range of • Use pupil’s interest to aid success within the group activity. This can then be
emotional management skills. There may be little awareness used as a concrete experience and a reference point to encourage further
of internal states such as feelings of anxiety, anger or sadness. involvement within other less favoured group activities.
Due to the high social demands of school pupils are often
experiencing high levels of anxiety or stress. Emotional
awareness may not occur until the pupil loses control in an
outburst that may appear to others as coming from nowhere.
Difficulties processing others perspectives, a lack of awareness
of others emotional states and a limited ability to emotionally
match others moods are all indicative of a lack of emotional
understanding.
• Understanding self-awareness may require focused teaching. • Develop a visual emotional understanding programme (there are a range of
Specialist approaches to teaching understanding of their own resources that attempt to support this, see the resource section).
condition may be required. They may develop more awareness
of their differences within a mainstream peer group.
• Difficulties building positive self-esteem. • Teach the associations of feelings with experience. This requires immediate
association, therefore, when they show behaviours that indicate a feeling or
• Rigidity of thought and need for sameness may result with
state, teach this association immediately. Augment this learning by developing
difficulties arsing from difficulties with executive functioning.
concrete visual supports (such as an ‘emotions folder’).
• Difficulties building emotional resilience. • Providing the person with ASD specific counselling if they reach a state
of distress (remember it is essential that the person providing therapeutic
• A pupil may possess limited self-awareness and therefore may
counselling is aware of the profile of abilities). Counselling may be useful for
not be aware of internal feelings or mood states.
more able pupils and should be accessed only of the young person wishes to
access this type of therapeutic support.
• A ‘fragile sense of self’ may leave pupils vulnerable to additional • Teach others to understand the pupils ‘differences’ by having awareness-raising
mental health difficulties. sessions (this should only occur if the pupil and their parents have given their
consent. Some pupils with Asperger’s Syndrome are very private regarding
disclosing their condition to others).
• Help the person understand their condition and the impact this has. This can
be done with specific resources - see ‘I am Special’ (Vermulen, 2001) (Section
6 - Resources, 65) or with specialist therapeutic group interventions (Video
Interpersonal Self-Reflection Assessment Method (VIS-RAM, Robinson, 2005).
Grid 10 – The Impact of ASD on Transitions
The Impact of ASD on Transitions

1.2 Fulfilment of statutory duties 5.7 Partnership with learners and parents
2.1 Learners’ experiences 5.8 Care, welfare and development
2.2 The school’s success in involving parents, carers and 7.2 Staff deployment and teamwork
families 7.3 Staff development and review
4.1 The school’s success in working with and engaging with 8.1 Partnerships with the community, educational establishments, agencies and
the local community employers
4.2 The school’s success in working with the wider community
8.3 Management and use of resources and space for learning
5.1 The Curriculum
9.3 Developing people and partnerships
• Resistance to change with a preference for the familiar, is a • Assessment to work towards an individualised transition plan should take place. This
key feature of individuals on the spectrum. Transition of any should take account of:
kind is likely to involve elements that are new whether that • The pupil’s capacity to cope with change.
be people, expectations or contexts. • Key people or agencies who may be contributing to the transitions process.
Cognitive styles will influence individual interpretation, • Preparation visits.
processing and understanding of new environments. • Communication of information in a form that is accessible to the pupil.
• Parental concerns.
• CPD for staff.
• Time (staff) – for planning, familiarisation and a reasonable timescale for the
transition to take place.
• Time (pupils) – to raise awareness of new processes vocabulary and get to know
key staff. To explore new environments. To have an opportunity to share any
concerns.
• If appropriate formal and informal risk assessments may need to be incorporated
in keeping with local policy guidance.
• Sensory processing difficulties may be heightened in new • During familiarisation visits staff should observe and take account of any adverse
environments. Filtering of sensory information may be responses to environmental stimuli such as sounds, crowded areas, lighting,
problematic and may result in stress reactions or increased temperature or the proximity of others.
anxiety leading to challenging or bizarre/inappropriate
• Measures may need to be taken to make reasonable adaptations to the
behaviours.
environment. Expectations of what will be required of the pupil in particular settings
may also need review and adjustment according to needs.
• The anticipation of transitions can be anxiety provoking. • It will also be important to identify areas where the pupil is comfortable as this may
Events/transitions that are often welcomed and hoped for be a location they may use if they are stressed and need to take some time out.
in typically developing pupils may be a source of fear and
• These aspects should be considered as part of the initial assessment of the pupil.
anxiety to pupils on the spectrum as they are unlikely to be
Additionally the views of the pupil and their parents/carers and previous teachers will
able to assimilate an internal image of what the process
be informative in developing approaches.
may involve or what may occur in a new situation. They may
also be unable to draw on similar, previous experiences in
order to anticipate what may be involved or what may be
required of them.
• Adjusting to the expectations of new sets of people in a • Connections between past and current experiences may not be immediately obvious
new context is likely to be challenging and altering social to the pupil. Staff can draw on previous information to support the pupil to make
behaviour in keeping with a changing context can be difficult connections and to offer reassurance.
for pupils with ASD. • The social rules and expectations of any situation need to be made explicit to pupils
with ASD. Information needs to be presented in a way that meets their needs and
may need to be continually accessible so that pupils can have a point of reference
if they are unsure about expectations. Similarly such a point of reference will aid
teachers in reminding pupils of behavioural expectations.
• Visual information (e.g. photographs) or school websites will provide pupils with
a concrete point of reference regarding new adults or the roles of adults in a new
context.
• Given the complex and diverse nature of the needs of • The validity of time for involved professionals to communicate needs to be
some individuals on the spectrum there are likely to be a recognised.
variety of professionals involved. The pupil or parents may • Effective communication and shared perspectives between schools regarding
not fully understand their role or their involvement and may supporting the transition of pupils with ASD is likely to lead to more proactive
have only occasional contact with some of the involved planning and supportive practice.
professionals. • There is likely to be a role for senior management within schools to take
responsibility for co-ordinating professional involvement when a range of agencies
are represented.
• Systems and approaches may need to be adapted so that pupils can engage in
review processes. This may include the use of visual communication materials e.g.
talking mats or time with a familiar supportive adult to prepare for review or other
meetings. Visual rating scales may also be helpful.
• The potentially complex nature of ASD may give rise to • Recording systems may need to be adapted to take account of the specific aspects
concerns among staff. Such concerns may be due to that will be relevant for pupils with ASD.
incomplete records or misinformation about the nature of
• Opportunities should be sought for formal and informal CPD to support staff who
ASD in general and how it is impacting on the individual
may feel anxious about their level of expertise in ASD. e.g. attendance at training
pupil in particular.
courses, visiting ASD bases, networking with other agencies and schools, sharing
good practice and building relationships with parents. Time to collate reading and
other resources that will increase understanding and confidence.
• On-going support from senior management.
• Assessment of the individual pupil and circumstances as well as liaison between
existing and future staff will be needed to ascertain the most appropriate time line.
• The lead in time for transitions to occur will be predicated • The adults can begin the process well ahead of time even if the pupil will not be
by the individual impact of ASD on the pupil. Key elements directly involved till a later stage. It is more effective to begin early and have time for
are the capacity to appreciate the concept of the passage of a full analysis of the situation than to cause stress and risk failure by delaying.
time and their ability to cope with future, stressful events.
Grid 11 – The Impact of ASD on Personal Transitions
The Impact of ASD on Personal Transitions

Links to HGIOS Quality Indicators (highlighted by theme)
Quality Indicator: Key performance outcomes: • Judgments made in the course of teaching
1.1 Improvement in performance • Tasks, activities and resources
Themes: • Identification of learning needs
• Standards of attainment over time 5.4 Assessment for learning
• Overall quality of learners’ achievement Themes:
2.1 Impact on learners: Learners’ experiences • Planning learning experiences and activities
Themes: 5.5 Expectations and promoting achievement
• The extent to which learners are motivated and actively Themes:
involved in their own learning and development • Learner expectations and sense of achievement
• Delivery of education • Promoting and sustaining an ethos of achievement
Quality Indicator: Delivery of education: 5.6 Equality and fairness
5.1 The curriculum Themes:
Themes: • Approaches to inclusion
• Programmes and courses • Promoting equality and fairness
• Transitions • Ensuring equality and fairness
5.2 Teaching for effective learning 5.8 Care, welfare and development
Themes: Themes:
• The learning climate and teaching approaches • Approaches to and provision for meeting the emotional, physical and social
• Teacher-pupil interaction including learners’ engagement needs of children and young people
• Clarity and purposefulness of dialogue • Delivery of education
• ASD is a developmental disorder and therefore developmental • Bear in mind the scattered profile of abilities and how this can be associated
life transitions may be out of step with typical development. with typical development. Using typical development as a guide provides
insight into why the pupil behaves in certain ways based on their developmental
• As part of the developmental profile of abilities an ASD specific
functioning. Observations gained from assessing developmental functioning
assessment can indicate in certain areas of functioning (for
enables teachers to develop programmes targeting these levels thus providing
example imitation) a severe delay in development.
greater scope for successful planning and intervention.
• The impact of this developmental delay may result in the pupil • Assess individual skills separately (i.e. imitation skills, cognitive verbal
with ASD being placed in an environment that they are not performance, nonverbal communication etc) against typical development and
‘developmentally ready for’ or have yet to acquire the skills to focus interventions and teaching strategies accordingly.
enable them to adapt, cope or even function adequately. This
• ASD specific assessments are available (Pep3, AAPEP and TTAP, Section 6 –
can translate into a conflict of expectations from parents and
Resources 39, 52) and provide a developmental profile of skills. Knowledge of
teaching staff.
the pupil’s developmental profile.
• For a pupil with an ASD typical adjustments to transitions may • There should be an expectation that pupils with an ASD plus additional
follow a different pattern to that of typically developing children. learning disability will possess a range of skills significantly younger than their
Transitions may be extended; elongated or delayed (an example chronological age and their peer group.
of this may be seen through the pupil taking several months to
adjust to the changing school year).
• There may be a delay in the pupils capacity to deal with the • There should be an expectation that the child will not necessarily ‘naturally’
impact of their own emotional states (an example may be that develop emotional management skills and these may need concrete teaching
they do not respond to stereotyped messages, i.e. ‘too big to (this can be achieved through visual teaching, for example a ‘feelings
cry’). thermometer’ or the ‘angry volcano’).
• There may be a delay in achieving an appropriate level of • The ability to self-advocate may be a delayed or underdeveloped skill and
behavioural responsibility (the ability to take on personal therefore providing structured opportunities with a focused agenda to achieve
responsibility for ones own actions). this may be beneficial for the pupil with an ASD. The development of self-
advocacy forums (i.e. ‘pupil forums’) where initially the concept of ‘self-
• The pupil may be delayed in their development of acquiring
advocacy’ is taught with visual adaptations that assist the pupil to ‘put their
personal responsibility skills in relation to self-help and personal
view forward’. It is worth bearing in mind that this concept may be interpreted
care.
rigidly and the pupil will need to also understand that there are times when they
• There may be a further delay in the pupil acquiring extended may self-advocate, but this does not necessarily mean they will automatically
personal skills (for example they may not possess the skills of receive a positive response – think beyond the actual immediate teaching to the
safety or organisational management that would enable them to possible longer term impact of the child’s ASD (look at all aspects of teaching
complete home work or travel independently to and from school). new skills and think contingency plans).
• Development of personal interests may be out of synch with their • Channel times for indulging in own specific interests if this may make the
peer group (there is acceptance of young children watching, child susceptible to being bullied and teach similarly matched age appropriate
collecting and playing with fire engines, less tolerance, rejection alternatives (bear in mind that the social and developmental age may be
and ridicule may be the experience for an adolescent following significantly younger than their peer group).
this interest). A pupil with ASD may appear to get stuck with a • Concretely teaching the concept of ‘loss’ is critical for all children, but
fascination or interest that is usually associated with a much particularly for the pupil with an ASD as this is an abstract concept that one
younger child. achieves through experience. A useful concrete way of doing this may be
• Transitions of loss and bereavement may be atypical and result through the concept of ‘broken’. (an example is outlined here: Allow the child to
in delayed, unconventional or no apparent response. experience the ‘loss’ of a broken toy, let the child see and hear your explanation
of the toy being broken and then jointly dispose of the toy explaining that ‘the
• The impact of separation may be atypical (the pupil may not
toy is broken, so we throw it away and we wont see it again’). This may help to
appear to respond to the separation of parents; they may appear
develop their understanding of loss and bereavement.
to show signs of ‘stranger anxiety’ for an extended period of
• Concretely teaching the different aspects of separation may be necessary
time).
in an educational context as a means of teaching the pupil what separation
• There may be resistance to physical changes (i.e. voice and reunion can mean. When teaching concepts out of context (i.e. divorce)
breaking, secondary sexual characteristics). to pupils on the spectrum think of this teaching opportunity as a fundamental
step to their ‘social and life translation’. Facilitate the development of life
dictionaries; social understanding (life concepts) ‘portfolios’ these can act as
concrete reference points to aid their understanding of social situation either at
the time or later on in their life if they experience such an event.
Grid 12 – The Impact of ASD on Whole School Approaches
The Impact of ASD on Whole School Approaches

1.1 Improvements in performance 5.6 Equality and fairness
1.2 Fulfilment of statutory duties 5.7 Partnership with learners and parents
2.1 Learners’ experiences 5.8 Care, welfare and development
2.2 The school’s success in involving parents, carers and 7.3 Staff development and review
families 8.1 Partnerships with the community, educational establishments, agencies and
3.1 The engagement of staff in the life and work of the employers
school 8.2 Management of finance for learning
4.1 The school’s success in working with and engaging with 8.3 Management and use of resources and space for learning
the local community
4.2 Engaging with the wider community
Refer to HMIE Education for Pupils with Autism Spectrum Disorder Recommendations 3, 4, 5, 6, 7, and 8
• Pupils with ASD may find the playground or breaks in • Buddy or friendship support systems are likely to be more appropriate for younger
the routine of school day quite threatening and anxiety children and can form the basis of meaningful work in the area of citizenship.
provoking. Young children may find it difficult to participate
• Older pupils may need an identified safe haven within the school. This may be a room
in the games of other children particularly imaginative
or indeed a trusted member of staff they can seek out when they are feeling stressed
play. Older, secondary pupils may find it very difficult to
or overwhelmed.
“break in” to social groups and networks and may feel
very isolated during unstructured times of the day.
• Many pupils on the spectrum have special interests. Lunch clubs and after school
clubs based on such interests can promote the inclusion of pupils and also add to the
community of the school. Special interests provide an excellent opportunity for pupils
with ASD to shine. They will often have quite expert knowledge and this can help raise
their self-esteem. Such expertise could also be utilised in guided study or homework
clubs where they may be well placed to support younger or less able pupils.
• Pupils with ASD are unlikely to manage the school • Although the specific needs of individual pupils should be addressed in the classroom
environment independently without a range of visual / context it is important to transfer these principles to the wider school environment. This
verbal supports. ASD impacts on the ability to extract and may include:
be guided by contextual information including social cues. • Pictorial timetables (for some pupils a written timetable will suffice)
• Labelling of areas by function, cupboards to indicate contents
• Visual aids or systems to enable pupils to indicate they need support E.g. a card
that signifies they need time out
• Visual menus
• Directional arrows to support pupils queuing for lunch etc.
• Any no entry areas
• Clearly marked exits
This is not an exhaustive list but gives some indication of potential areas for development.
• Stress may lead to pupils behaving in a way that is • Promotion of positive perceptions and attitudes towards diversity.
viewed as being inappropriate, disruptive or generally
• CPD for staff including auxiliary and support staff etc included in any awareness
challenging.
training.
• Agreed procedures in relation to behaviour need to be understood by all staff. Such
procedures do not need to be complex and could be as simple as staff asking the
lead adult if they require assistance. Team approaches to supporting pupils who are
displaying challenging behaviour are essential and key/lead staff need to be identified
and know they have the support of senior and other colleagues.
• Effective support and de-briefing needs to be in place for staff who become involved in
difficult or challenging incidents involving pupils.
• Approaches to supporting pupil behaviour should take account of the dignity and
confidentiality of the pupil. It is important to recognise that inappropriate attention on
a pupil may in fact exacerbate the situation. In the longer term this may result in an
unjustified reputation that may follow the pupil throughout their school career and
beyond.
• Opportunities for parents to engage with the wider parent population will be important
in developing an inclusive ethos.
• Parents of pupils with ASD will be coping with a range • Policy and practice that supports effective home/school communication need to be
of emotional and practical issues that other parents are considered. This should include whole school information as well as specific issues
unlikely to encounter. Pupils across the spectrum and of or information that arise in relation to the individual pupil. Respectme, the national
all ages are unlikely to share information, concerns or anti-bullying service provides support in developing, refreshing and implementing
news about their school life. Whilst many people will feel effective anti-bullying policies, practice and training in the prevention of and dealing
this is typical of all children it is important to recognise that with bullying.
for pupils with ASD this is more likely to be as a result of
communication, cognition and social interaction issues
that are directly related to ASD.
• Pupils with ASD are vulnerable to bullying. Due to the • Robust anti-bullying policies supported by school ethos and values and effective
extreme social naivety of pupils with ASD they are also response to incidents need to be in place and known to all pupils and parents.
vulnerable to inadvertently being drawn into bullying
• Recognition that bullying of children on spectrum may take many forms is important.
behaviour. Pedantic and rigid thinking may also lead
Where children with ASD are seen to be bullying or at risk of developing bullying
to behaviour that others perceive as bullying. Whilst it
type behaviour it needs to be made clear to them that it is unacceptable, what the
is difficult to make an accurate assessment anecdotal
consequences of such behaviours are and what the alternatives to this behaviour
evidence would suggest that experiencing bullying is by
could be. These messages need to be clear, unambiguous and delivered in a
far the predominant issue for pupils on the spectrum.
supportive, non - judgemental manner. Good home school liaison will be needed to
ensure a consistent message and so that the pupil knows there is communication
between both settings. Modern technology can be used to develop approaches that
are not time or staff intensive e.g. a home – school e-mail link.
• Pupils with ASD may find it stressful to participate in • It will be important for schools to start with the basic premise that all events should
whole school or larger events such as assembly, outings be made accessible to pupils and that where possible pupils will be supported to
or sports day. Difficulties can arise from core challenges participate.
in autism and also from sensory processing difficulties,
• This needs to be tempered with an understanding of individual needs and skills and
anxiety and motivation.
that for some pupils an incremental approach will be needed. e.g. attending assembly
for 5 minutes then gradually building tolerance.
• For some pupils with ASD academic achievement will be • It is also important to recognise that for some pupils attendance and participation in
relatively easily attained. Social success and participating a range of events may not be realised and indeed it may be counter productive to
as active citizens within the school with a genuine feeling “force” participation as this may adversely impact on the rest of the day. In some cases
of belonging will be much harder won. it may result in deterioration in confidence or other key areas. Developing practice in
this area will require staff to view the event from the perspective of the pupil with ASD.
Professional judgement based on detailed knowledge of individual pupils and their
targets will direct and guide practice in this area.
• Schools will need to take steps in a way that recognising wider achievement. This
should not be tokenistic but should be age appropriate and should be part of the
promotion of positive behaviour for all pupils. e.g. see example 7, p. 68.
• Schools should be aiming for an ethos that recognizes achievement and effort in
academic and non academic aspects of school life.

Section 9
Posters
Prints of the set of 8 posters related to sections of the Toolbox may be ordered
in full A1 size from the National Centre for Autism Studies by e-mailing autism@strath.ac.uk
1. The Autism Toolbox –

A Resource for Scottish Schools
2. Guidance for Schools

3. Support for Parents and
Families
4. Sharing Responsibility –
Working with Other Agencies
5. Early Interventions
6. Pupil’s involvement in all
matters which affect them
7. The Policy and Legislative
Framework
8. Highlighting Resources –
Finding help and information
1 A Resource for Scottish Schools – The Autism Toolbox
2.8 The Social Curriculum Section 8 – Directory: Finding Information and
Part 1 Part 3 Advice
2.9 Transitions
The Policy and Legislative Contex 2.10 Whole School Approaches Information and Resources Information about where to get help from knowledgeable
others is important in the dissemination of good practice.
T he first part of The Autism Toolbox for Local

Authorities and schools summarises the policy
context in Scotland as it affects educational provision,
Section 3 – Support for Parents and Families
Written by representative parents with long
W ith millions of ‘hits’ every time the word ‘autism’ is
keyed into the web (at the time of publication this
was 18,500,000) a filter is needed to identify useful and
Key organisations and local contacts are included
here.
the legislative context in which provision for pupils with experience of working collaboratively with schools, reliable information. The resource section is intended to Key Organisations
Autism Spectrum Disorder (ASD) in Scotland should this section addresses: provide reliable information, useful links, and to illustrate
Links - weblinks
be considered and highlights the need for strategic 3.1 Working with Parents resources that may be helpful in practice and are readily
planning for ASD by Local Authorities and their strategic available at the time of going to press.
3.2 Schools’ Guidance to Parents – a The
partners. Section 9 – Practice Grids and Posters
Reciprocal Relationship?
Autism Toolbox for Section 5 – Overview of
3.3 Communicating
Part 2 Scottish Schools is designed Interventions Set 1 – Practice Grids
Effectively with Parents
to support Education Authorities in the
3.4 Meetings with This section offers Set 2 – Posters:
The Toolbox – Autism in Practice Parents delivery of services and planning for children an overview of
and young people with Autism Spectrum Disorders interventions and 1. A Resource for Scottish Schools – The Autism
T he Toolbox provides guidance for day-to-day practice: 3.5 Inclusion of
Parents of (ASD) in Scotland, and will sit alongside existing Local draws on the Toolbox
the advice in each section is supported by grids
which address the impact of autism on key aspects of Children and Authority resources. It complements the guidance issued research literature 2. Guidance for Schools
practice, and relate these key aspects to ‘How Good is Young People on Commissioning Services for People on the Autism to describe their 3. Support for Parents and Families
Our School’ and HMIE ‘ Education for Pupils with Autism with ASD in effectiveness,
Spectrum (Scottish Government, 2008). The intention is to 4. Sharing Responsibility - Working with Other
Spectrum Disorder’ recommendations. the Life of the strengths
provide a resource to support the inclusion of children and young and possible Agencies
School
people with autism spectrum disorder in mainstream education drawbacks. It 5. Early Interventions
3.6 Working with
Section 1 – Knowing about autism services. The Autism Toolbox guidance is presented in 3 parts is included in 6. Pupils’ involvement in all matters which affect
Groups of
with 9 sections overall. Sections 2, 3 and 4 are intended to the Toolbox as them
I n order to include and support individual children and
young people with autism in mainstream services it is
important to have an understanding about the nature of
Parents
3.7 What Parents support
“The
daily
Toolbox
practice
– Autism
and
in
are grouped
Practice”. None
together
of the
to form
material
practitioners
working with children
7.
8.
The Policy and Legislative Context
Highlighting Resources - Finding help and
may be doing at and young people
this lifelong, complex spectrum which has day-to-day Home will provide ready answers as autism is a complex information
with autism are likely
implications for work in schools. This section emphasises 3.8 Issues for Siblings condition, but each will support practitioners who to draw from these
the importance of starting with the person and combining
seek to tailor their work to enable those with interventions in their
individual understanding with knowledge about autism.
ASD to participate as fully as possible own practice, and need
It presents an introductory understanding which will help Section 4 – Working with to be able to discuss their
practitioners to feel both informed and more skilled. Other Agencies in the daily life of their
key strengths with parents and
school.
This section offers a brief guide to families.
Section 2 – Support for Pre-schools, Primary working with the range of professionals who
Schools and Secondary Schools may be involved with children and young people with Section 6 – Resources
autism and their families. The complexity of autism may
Ten key aspects of practice are addressed in this section, determine that a range of professionals are involved. In this section we have included some key texts, web
they include: links and references. Print based material is shown by
4.1 What is Multi-agency Working? book or report cover with a brief description and a note
2.1 Autism – A Highly Individual Context
of how to access the resource.
2.2 Strengths and Challenges 4.2 Who takes the Lead?
2.3 The Impact of ASD on Teaching and Learning 4.3 Transitions and Multi-agency Working
Section 7– Building on the Policy and
2.4 Assessment 4.4 Multi-agency Systems Legislative Context
2.5 Individualised Educational Programmes 4.5 Co-ordinated Support Plans (CSPs)
This section considers the Scottish policy and legislative
2.6 Classroom Organisation and Classroom 4.6 Top Ten Points for Positive Practice in Multi- context in more detail, expands on the brief outline of
Strategies agency Working legislation provided in Part 1 and suggests guidance for
2.7 Differentiation – Principles and Practicalities 4.7 Multi-agency Involvement: Professional Roles Local Authorities on strategic planning approaches.
The University of Strathclyde is a charitable
body, registered in Scotland, number SC015263.
2 Guidance for Schools
Transition
Teaching and Learning Key Messages
Key Messages Whole School Approaches • Be aware of and sensitive to an inherent

resistance to change that is part of the profile of
• Recognise and take account of alternative thinking, most individuals on the autism spectrum
processing and learning styles
Key Messages • Understand the high levels of stress and anxiety that the
• Appreciate and value the unique interests and strengths of anticipation of transition can bring about
pupils on the spectrum
• Build an ethos where all pupils are equally valued • Recognise that stress may manifest in behaviour that might other-
• Incorporate special interests into teaching as a means of wise be viewed as belligerence or non-compliance
motivating and sustaining engagement of pupils on the spectrum • Ensure an appropriate level of awareness among all adults, both • Recognise that the capacity to cope with transition will be very
• Take account of sensory processing or sensory sensitivity issues teaching and non teaching, across the school individual – some pupils may need to be involved and prepared over a
especially in terms of the environment long period of time whilst others will not be able to cope with prolonged
Be prepared to make reasonable adjustments to teaching, style,
• Recognise that adjustments made to ensure the meaningful anticipation
•
resources & classroom organisation to promote the inclusion of inclusion of pupils on the spectrum will potentially be a benefit to • Ensure that sufficient time and gravitas is given to the process of
pupils on the spectrum transition
all pupils
• Engage in reflective practice in order to recognise the impact • Appreciate that older pupils will be coping with personal
your role may have on promoting or inhibiting learning • Ensure there is ongoing CPD available to staff transitions in terms of their growth and development and that
issues that arise for typically developing peers may be
• Show empathy for pupils who potentially will be • Review ethos, policy and practice to ensure that diversity is valued exacerbated for individuals on the spectrum
experiencing high and prolonged levels of stress
and anxiety
and accommodated within the school at all levels • Ensure there is a contingency plan as a safety
net for pupils when plans do not come
• Think about the school environment, routines and practices from to fruition
Assessment the perspective of pupils on the spectrum
Key Messages Social
• Be prepared, as far as possible, to adapt the environment to
• Take account of the uneven profile of Curriculum
development, skills and needs that pupils support pupils
on the spectrum may present
Key Messages
• Use a range of assessment methods • Recognise that most children on the spectrum will
Classroom learn social behaviour intellectually rather than intuitively
• Assess across a range of environments as pupils
may not show capacity in the same or similar skill in a Organisation • Be aware that social knowledge and social behaviour are
different context Key Messages likely to be incompatible with chronological age
• Engage with parents and incorporate their perspective • Declutter the environment as much as possible • Recognise that many children on the spectrum are interested in
social engagement but lack skills, knowledge and innate social
• Involve pupils in identifying their own learning needs • Ensure there is structure, predictability and flexibility curiosity to develop socially in the same way as their typically
• Appreciate that motivation is likely to be inconsistent built into the school day developing peers
Take account of the views of other involved • Maximise the use of a range of visual communication tools • Value social learning as an important aspect of academic learning
professionals
• Ensure that social activities are well supported including • Show empathy for pupils when they make social errors
agreeing an exit strategy for pupils on the spectrum
• Be aware that repeated social failure can impact on self esteem
• Where possible ensure that areas are clearly defined by
function • Develop a range of social opportunities and initiatives that
Individualised pupils can access
• Monitor individual pupil responses to the environment and
Educational adjust accordingly • Recognise that pupils on the spectrum are
Differentiation often socially naïve and this renders them
Programmes (IEP) • Be aware of a range of strategies and approaches especially vulnerable to the attitudes
and adapt for individual pupils Key Messages
Key Messages of peers
• Ensure a range of teaching styles and • Consider communication and
• Recognise that the IEP can support learning
approaches are used throughout social interaction abilities as well as
when use consistently and appropriately cognitive levels when arranging work
the day
• Set SMART targets within the IEP and review • Keep unnecessary language to a minimum
regularly
• Beware of a tendency to interpret language
• See the development and review of an IEP as an literally
opportunity for collaboration with parents, pupils
and involved professionals
• Ensure that materials are not too over
stimulating or distracting or complex as
• Include curricular and social targets in the IEP it may be challenging for the pupil
• View the IEP as a working document on the spectrum to know where
that is used to support teaching and to focus attention or locate
learning information

3 Support for Parents & Families
t s o s u e s f or sibl
a re n f ch Is i ng
f p n t h e il d .7 s
o D i lif e r e
Key Messages n AS of
3 Be aware
n es
wi o
of their individual
i
Parents
th
an chool
lus
th
may have limited situation. There are
dy
3.5 Inc
physical or mental special demands on children
people
growing up in a household
oung
k in g wi t h par reserve to commit
o r e unreservedly with a child with autism
W n
Parents Parental involvement Make no assumptions
ts
3.1
have new can be on a number regarding siblings’ level

rights in education n g e ffectiv of different levels of knowledge and
a t i el
legislation
ic y understanding of ASD
n
w
Parents offer unique
u
Communication
m a y be do
ith
3.3 Comm
detailed knowledge of is enhanced by n ts i ng

re a
p
their child over time using technology it h
g w gr ou a
arents
this will lead to successfully k in ps
tp
r Respect
th
more effective o o
ha
W parents’ reasons
om
teaching Effective communication
3.8 W
and choices as long as
fp
Schools
3.6
will improve outcomes
e
can encourage and they are not detrimental to
ar
for the child and
en t
support parent groups in the child
family
o f fering gui a variety of practical ways
s
s d Discuss with parents the
o l r o c al r e a
o c ip l atio cn Parents benefit from continued implications for the pupil and
h re education and skills training in the school including whether
a n in g s with
Sc
e t
e ip?
Me
School ASD. There are recognised the approach ‘fits’ with
pa
to
sh
–
provides a sense 4 re
3.2
. training courses in ASD for the whole school

3
par
of structure and Involving parents involving input from policy

nt
stability for the child and parents in the multi-professional

e n ts
family, particularly through review process will staff

the diagnostic period significantly improve the
Teachers may be a first quality of information available
‘port of call’ for parents Positive, realistic meetings
seeking information involving open discussion with
on ASD clear outcomes will enhance
the parent professional
relationship

4 Sharing Responsibility - Working with Other Agencies
Top Ten points for positive practice in multi-
disciplinary working: The additional support needs of children and young people with autism are 8
usually met by several services. Ideally those services will be working closely
1 together with families towards a collective responsibility. This will mean time The Impact of Autism
Support Structures for Inter-Agency
Collaboration
to set up good channels of communication, to build working relationships
and to listen to each other. R ecognise that when involving the child or
young person with Autistic Spectrum Disorder
in planning for service provision, the core deficits
of ASD are likely to render typical mechanisms for
M ake use of the support structures that exist Key Themes
to facilitate inter-agency working. Usually, all • Clear aims and objectives for the group of professionals involved consultation, such as meetings, self-reflection, or
authorities contain an ‘expert’ in the field. Make building relationships with external professionals,
• Clear roles and responsibilities
connections and tap into existing resources. difficult for the individual with ASD. Alternative ways
• Strong leadership of gaining this information may be necessary if they
• Effective systems for communication are to be effective.
• Information sharing and joint planning
2 • Commitment to the work involved from both management and staff on the front line
Brown and White (2006)
Using guidelines 9
B e aware of existing national and local authority Effective multi-disciplinary working needs
guidelines on multi-agency / multi-professional • Joint training for staff Training
working. •
•
Appropriate staff support and resources
Monitoring and evaluation of integrated working R ecognise that the skills and training of those
involved in multi-disciplinary working are vital
to improving outcomes for the individual. Provide
3 appropriate training, e.g. in early identification
and specialist supports for those on the autism
spectrum. This may be provided by one of the
Local resources agencies involved, or by an external agency, and
K now what resources are available to those

within your local authority. This information will
enable you to signpost families to services with the
5 7 joint training may be beneficial.
Clear objectives A good knowledge of ASD

goal of meeting the child’s, or young person’s, needs.
Links with external agencies may be beneficial for
securing appropriate support in a timely way and
E stablish clear objectives for the group of
professionals around a child and define
clear roles and responsibilities for the agencies
W hilst the provision of services and support
should be needs led rather than diagnosis
10
names as well as contact numbers can help parents led, professionals involved in multi-agency working The best possible service
to reach the right individuals. involved. Skills such as effective chairing and co- should have a good knowledge of ASD and how it
ordinating of multi-agency meetings are essential
to this process.
impacts on the child’s or young person’s daily life
and learning. Responses to an assessed need for
F ocus on the process of multi-agency working
should not detract from the goal of delivering
the best possible service to children with ASD and
4 the child should also take into account the strengths their families. Multi-agency working is a means to
and needs of the family. achieve this goal.
Co-ordinating approaches 6
I dentify, consult and agree who or which agency

should or could take responsibility for co-ordinat- Be flexible and persistent
ing multi-disciplinary working. Remember the key
nature of personal transitions (micro and macro)
by recognising that this agency may change over
I f a child with autism or their family has a
need which does not fall within the remit of
professionals involved or their needs become
time according to the needs of the child and local increasingly complex seek additional alternatives.
circumstances. A ‘key-worker’ from any discipline If alternatives cannot be signposted for the family,
can be identified to take responsibility for manage- some flexibility in roles may be required, or else
ment of support, particularly at times of transition. there may be a real risk of needs going unmet. The University of Strathclyde is a charitable
5 Early Interventions
I t is good to have a working knowledge of interventions and
the terminology around these, and important to be able to
engage with parents around the topic of interventions, and
Evidence of effectiveness of
interventions from a research perspective
Summary – Peer Play
Effectiveness – Studies tend to be uncontrolled or with small
Summary – Socio-constructive/cognitive Approaches (e.g.
social stories)
numbers and not randomised participants. Positive results
also involve parents in interventions. Parents may also be
T
reported numbers and not randomised participants. Positive results
using a home intervention, or have been using one, and staff he evidence of effectiveness of any particular intervention reported
approach for individuals with autism is not strong (Marwick Possible strengths – Addressing social integration. Can aid
need to know how the educational setting can respond where Possible strengths – Can help with problem solving,
generalisation of abilities
this is the case. Interventions that require extensive numbers et al., 2006). The types of evaluative study that are carried out emotional understanding, understanding meanings and social
of hours in implementation, such as 40 hours a week in Can promote friendships. Can promote symbolic and interaction.
are not methodologically robust, for a number of reasons. The
training or one-to-one interaction, will have limited applicability imaginative abilities
individualised nature of interventions, and the heterogeneity Can teach about feelings and intentions and help to guide
in educational settings, but some aspects of intervention Possible drawbacks – Peers may require training. Peer input behaviour
of persons with an ASD means that comparative control may vary
interaction approaches may be able to be accommodated, Individually targeted
groups are neither appropriate nor scientifically valid. Ethical
or adapted into, for example, playful activities. Collaborating
considerations further preclude experimental approaches Possible drawbacks – Requires identifying the particular
with parents on home strategies is also important.
to examining efficacy of support approaches. Additionally, cause of a difficulty in context
Summary – Social Interaction Groups
E what constitutes an ‘effective outcome’ can be difficult to May require many versions made of a social story
vidence suggests that a range of intervention approaches Effectiveness – Studies tend to be uncontrolled or with small
may be usefully implemented concurrently, that define, and outcome measures are often not standardised or numbers and not randomised participants. Positive results
interventions need to be individualised, that interventions comparable across different studies. Nevertheless, there is reported
need to progress over time, and that an eclectic approach, cumulative evidence from small scale studies and individual Possible strengths – Can increase socio-emotional Summary – Sensory and Motor Interventions
combining selected elements from different approaches, case studies. understanding, social competence communication and
is often used (Jordan, 2004, Marwick et al, 2006). Some friendships. Can aid generalisation of abilities Effectiveness – Studies tend to be uncontrolled or with small
intervention approaches require specific training, and training Possible drawbacks – Need to avoid teaching ‘splinter skills’ numbers and not randomised participants. Some results
courses may be available for professionals in the UK. Summary – TEACCH in isolation showed no positive effect of Auditory Integration Therapy (AIT)
Effectiveness – Studies tend to be uncontrolled or of Possible strengths – May improve aspects of functioning in
Range of interventions and approaches confounding design, but positive outcomes are reported some individuals
Possible strengths – Lifelong adaptations, Individualised Summary – Music therapies Possible drawbacks – Can be time consuming to no effect
Aims, areas and scope Intervention approach examples programming, visual aids and routines aid independence and AIT reported to have adverse effect in certain individuals
of interventions reduce stress numbers and not randomised participants. Positive results
Supporting cognitive and • Division TEACCH (Treatment Possible drawbacks – Dependence on external structure, reported
perceptual styles and Education of Autistic and Lack of social/group learning experience
Communication Handicapped Possible strengths – Can encourage interpersonal
Children) connnectedness and processes of communication without Summary – Biomedical Interventions
speech or content
• Alternative and Augmentative Effectiveness – Studies tend to be uncontrolled, with small
Communication (AAC) Possible drawbacks – Not always shared regulation of numbers and not randomised participants. Mixed results
Summary – Signing and PECS activity
- such as Makaton signs, reported
PECS (Picture exchange Effectiveness – Studies tend to be uncontrolled or with small
Possible strengths – May improve aspects of functioning in
communication system) numbers and not randomised participants
some individuals
Promoting interpersonal • Intensive Interaction Possible strengths – Can provide an alternative means Summary – Social Skills Groups
Possible drawbacks – Some medications could be harmful
engagement and • Options (Son-Rise) programme of expressive communication and promote communicative Effectiveness – Improvements in certain areas of social skills Further research is needed
shared communicative • Play approaches (one-to-one) initiating behaviour tend to be reported for individual members of groups
experiences Possible drawbacks – Requires consistency and structured
• Peer play approaches Possible strengths – May increase social competence and
• Structured cooperative play contexts which may be difficult to achieve and may preclude social functioning in context
spontaneous and playful interactions
• ‘Circle of Friends’ Possible drawbacks – Teaching ‘splinter skills’ in isolation
• ‘Buddies’ Effectiveness may plateau may not lead to generalisation
• Integrated play groups
• Social Interaction groups
• Drama Summary – Developmental social interactive (play) Summary – Applied Behavioural Analysis (ABA)
• Music approaches
Teaching social • Social skills groups Effectiveness – The earlier positive findings of Lovaas (1987)
Effectiveness – Studies tend to be uncontrolled or with small using this approach have been found to be scientifically
communication • SULP (Social Use of Language numbers and not randomised participants. Very positive unsound (Shea, 2004), and robust evidence of effectiveness
skills and social Programme) results reported has not been achieved (SIGN, 2007)
understanding • ABA (Applied behavioural
Possible strengths – Directly addresses child’s motivation Possible strengths – Certain response behaviours can be
Analysis)
to engage and be involved socially. Developing self and trained and functioning improved
• Cognitive Behaviour Therapy relationships, can promote symbolic and imaginative abilities
• Social Stories Possible drawbacks – Response behaviour does not indicate
Parents can use spontaneous opportunities understanding
• VIG (Video interaction
Based on fundamental processes of typical development Not clear what component of intervention is active
guidance)
Does not have to be time intensive Time intensity may preclude involvement in other effective
Sensory and motor
• Irlen lenses Possible drawbacks – May involve a lack of structure or interventions
interventions
targeted goals Long-term benefits uncertain
Biomedical interventions • Exclusion diet The University of Strathclyde is a charitable
6 Pupils’ involvement in all matters which affect them
The Education (Additional Support for Learning) (Scotland) Act 2004 strengthens the rights of children with additional support needs and their parents to have their needs identified
and addressed effectively and for children to have their views taken into account in that process and in discussing, monitoring and evaluating their learning. Meeting rights means
recognising diversity by taking account of the nature of Autism Spectrum Disorders (ASD) and in particular acknowledging the need for ‘reasonable adjustments’ and ‘anticipatory
needs’ to enable the participation of children and young people with ASD in education.
TRANSITIONS – THROUGH THE LIFETIME OF EDUCATION, DAY-TO-DAY • PERSONAL TRANSITIONS • BULLYING • EMOTIONAL WELL-BEING
The Impact of ASD on Bullying The Impact of ASD on Emotional Well-being

• Core difficulties in social relatedness and understanding will often have a significant impact. • The pupil with ASD may be less likely to engage in shared experiences. This may impact
The learning and development of all children on the autism spectrum will be uneven and
For example a pupil with an ASD is unlikely to be socially motivated to fit into the crowd on their motivation to join in group activities, such as social games and sports.
idiosyncratic, having a dramatic and often unexpected impact on personal transitions
or follow fashion trends, and may not be motivated by the same types of things as other • Present structured opportunities for group interaction within the school day
pupils. throughout the lifespan. In particular, areas of social communication, social interaction
and flexibility of thought/social imagination will have a significant impact. ASD is a • Use information gathered from baseline assessments of their profile of abilities
• Assess and develop self-awareness skills in areas related to their vulnerabilities • Prepare the pupil for group interaction through visually timetabled information of
developmental disorder and therefore developmental life transitions may be out of step
• Pupils with an ASD may like things that seem ‘odd’ to other pupils and teachers. This can with typical development. when and how long group interaction sessions will take place
cause them to ‘stand out’ in a crowd and be more vulnerable. • Develop visual materials to support their expected involvement and incorporate the
involvement of others within the interactions
• Developing alternative opportunities, such as ‘safe communities’ within the school
Early Childhood • Misunderstandings may arise with the social use of language and in interpersonal
• There are challenges within the social context resulting from interpersonal engagement, engagement and unspoken aspects of communication.
processing the social meaning and awareness of others’ perspectives. As young children make personal transitions to developing self help skills, milestones
such as toilet training are likely to be delayed: almost half all children with autism are • Where possible provide written information of the reasons for participating in such
• Provide social skills and understanding development opportunities, but be aware of an activity, covering others perspectives and the social meaning of situations
the limitations of generalising these skills not toilet trained by the age of 4 (Powers, 2000). Similarly, feeding and sleep difficulties
may persist into later childhood and perhaps beyond. Changes to routine are likely to • A lack of understanding of social interaction skills and missing the social context of situations
• Difficulty interpreting unspoken meanings behind words can result in the pupil being be extremely upsetting. In summary, whereas the typically developing child generally often leaves the pupil with ASD on the periphery and causes isolation.
vulnerable in terms of others’ intentions. Pupils with ASD can often become ‘targets’ as develops and flourishes socially, emotionally, cognitively and physically, smoothly • Accept that there may be areas of ‘blindness’ within the social interplay despite
their social naivety can be very apparent. transitioning through their developmental milestones, the child with autism is likely to adaptations
• Teach ‘signs of bullying’ so that the pupil is aware of what behaviours indicate move very slowly through many important personal transitions. This slow progress will
undoubtedly impact on transition through later childhood and adolescent years. • The pupil with ASD may have difficulties with a range of emotional management skills. The
bullying high social demands of school often lead to pupils with ASD experiencing high levels of
• A pupil with ASD may have a single minded focus on developing friendships. They may anxiety or stress.
desperately want a friend and can misinterpret kindness for friendship and become attached • Use pupil’s particular interests to aid success within group activity. Build on this
to someone who does not consider them a friend. Inflexibility of thought and a lack of Mid Childhood success by using the concrete experience as a reference point to encourage further
appreciation of the others feelings may result in rejection. Daily transitions such as school – home, break times, and transitions between subjects involvement within other less favoured group activities
• Provide ‘assertiveness training’ but be aware of the possible impact of inflexible are likely to cause stress and anxiety disproportionate to that of the peer group. As social • Teach the associations of feelings with experience
thinking and that the pupil may rigidly apply a set response in a variety of different behaviour amongst typical children becomes increasingly complex and sophisticated, • Develop a visual emotional understanding programme
contexts that of the child with autism may appear increasingly incongruous (Williams & Wright,
• Understanding self-awareness may require focused teaching. Specialist approaches to
2004). In higher functioning children, where earlier social difficulties may have been
• A pupil with ASD may be motivated to ‘fit in’ with the crowd, but lack the social awareness teaching personal understanding of their own condition may be required. Individuals may
masked, the differences are now apparent: they are unlikely to have close friendships and
that they are being ‘exploited’ by others. Some people engage in ‘anti-social’ activity. The develop more awareness of their differences within a mainstream peer group.
important social behaviours such as learning through imitation, sharing, losing gracefully
‘grey areas of bullying’ may be a difficult concept for pupils with an ASD. and turn taking have not developed. • Teach the associations of feelings with experience
• Consider providing a ‘buddy system’ or someone who can ‘look out’ for them • Difficulties building positive self-esteem.
• Developmental delay and a qualitative impairment in social relatedness can manifest in • Counselling may be useful for more able pupils and should be accessed only if the
socially immature behaviours, consequently the youngster with ASD may be drawn to Adolescence young person wishes to access this type of therapeutic support
pupils of a younger age group or activities associated with younger children. • A pupil may possess limited self-awareness and therefore may not be aware of internal
Again, if we look at typical development, the onset of adolescence brings with it a
• Provide visually timetabled ‘social translation’ sessions multitude of transitions, internal and external, leading to a ‘more or less perpetual state feelings or mood states.
• Pupils on the spectrum may not be able to differentiate other people’s motives or judge of disequilibrium’ (Bee & Boyd, 2003) and requiring development of new understandings • Teach others to understand the pupils ‘differences’ by having awareness raising
whether others are sincere or not. and skills. While this is challenging enough for youngsters without autism, in many ways sessions (keep in mind issues about consent)
it can present even more of a challenge for this group. Furthermore, while the support
• Involve all pupils in the school’s anti-bullying policy to encourage shared • A ‘fragile sense of self’ may leave pupils vulnerable with to additional mental health
of peers is central to this process in typical development, this is unlikely to be available
responsibility, at the same time as supporting peers to understand the ‘different’ difficulties.
thinking and relating styles of pupils with an ASD or accessible to the adolescent with autism. Puberty might also occur slightly later for
some individuals with autism (Mortlock, 1993). During early adolescence thinking skills • Help the person understand their condition and the impact this has. This can be
• Lack of awareness that they are being bullied or accepting bullying behaviours as the are likely to remain at a concrete level, especially for those teenagers with additional supported with some of the specific resources identified in The Autism Toolbox
norm. intellectual impairment (Mortlock, 1993).
• Role play sessions based on teaching pupils how to recognise ‘bullying behaviours’
and teaching behavioural responses in relation to day-to-day situations
• Pupils with ASD may experience physical symptoms as a response to being bullied or Adulthood
prolonged bullying. Higher levels of anxiety, with a strong need to control their environment The major transition into adulthood will be looming as the young person approaches
or others within their environment, or mimicking ‘bullying behaviours’ with others can occur school leaving age. The direct impact of this transition will vary from person to person,
as a consequence. however given their autism it can be expected that they will require considerable support
• Provide the pupil with concrete visual ‘friendship guidelines’ both to understand and to undertake such transition. While peers will be striving for
independence and considering concepts such as future career and personal aspirations,
• Develop written or pictorial scripts (text scripts, photographs and sequences
those with autism are unlikely to be able to imagine, let alone plan for the future, or may
depending on their understanding) to help pupils know what to say during
develop unrealistic expectations of what it holds.
interactions The University of Strathclyde is a charitable
7 The Policy and Legislative Framework
E ducation Authorities, schools and early year’s
settings have a major role to play in supporting the
Scottish Government’s 5 strategic objectives by expanding
Education (Disability Strategies and Pupils’
Educational Records) (Scotland) Act 2002
12.Curriculum for Excellence promotes improved achievement and attainment for all Scotland’s children and young people, as
do the provisions of the 2004 Act.
6. There is a requirement for responsible bodies to prepare,
opportunities, increasing access to education, as well as
increasing the opportunities available to, and the achievements
and implement accessibility strategies, over time, to improve Wellbeing
over time access to education for pupils and prospective
of, pupils and young children on the autistic spectrum. A
pupils with disabilities. There is also a requirement, that if
legislative and policy overview of the provision that supports
requested to do so, responsible bodies must make a copy
these aims is supplied in chapter 7 of The Autism Toolbox.
of the accessibility strategy available to any person.
Nurtured Active
The Standards in Scotland’s Schools etc. Disability Discrimination (Public Having opportunities to take
Having a nurturing place
Act 2000 Authorities) (Statutory Duties) (Scotland) to live, in a family setting with part in activities such as play,
additional help if needed or, recreation and sport which
1. The Act includes a presumption in favour of providing Regulations 2005 where this is not possible, in contribute to healthy growth
mainstream education for all children. However the context a suitable care setting. and development, both
Respected
7. These regulations reflect the fact that the Disability at home and in the
in which this should be implemented is one that specifically Achieving Having the
Discrimination Act 1995 is amended by the Disability Being supported and community. opportunity, along with
allows for education to be provided elsewhere, if either:
Discrimination Act 2005 and commenced in Scotland in guided in their learning and carers, to be heard and
• mainstream schooling is unable to meet a child’s needs, 2006 to the effect that all public authorities are under a in the development of their skills, involved in decisions which affect
or confidence and self-esteem at home, at them.
duty to promote disability equality. The 2005 Regulations school, and in the community.
• where their inclusion would be incompatible with the provide a specific duty on educational authorities to produce
education of other children. a disability equality scheme to help them fulfil their general Responsible
Healthy
2. This is because it will always be necessary to tailor duty – the Disability Equality Duty (DED). Public Bodies Having opportunities and encouragement to
Having the highest attainable standards
provision to the needs of the individual child, and to make covered by these duties are listed in the Regulations and of physical and mental health, access to
play active and responsible roles in their schools
and communities and where necessary, having
available a range of mainstream and specialist provision, include Education Authorities. suitable healthcare, and support in
appropriate guidance and supervision
learning to make healthy and Safe
including special schools, to meet the needs of all. Included and being involved in decisions that
The Disability Equality Duty (DED) 2006 safe choices.
Protected from
Having help to
affect them.
abuse, neglect or
The Education (Additional Support for 8. The Disability Equality Duty – the general duty is introduced overcome social,
harm at home, at school
in the amended Disability Discrimination Act 1995. There is educational, physical and
and in the community.
Learning) (Scotland) Act 2004 (the 2004 Act) a requirement for any public body to develop and implement
economic inequalities and being
accepted as part of the community
3. The 2004 Act replaced the system for assessment and a Disability Equality Scheme (DES) for the whole authority in which they live and learn.
recording of children and young people with special and a separate education DES to cover their function as
educational needs, and introduced a framework for an education authority. In order to achieve this responsible
identifying and addressing the additional support needs of bodies must proactively look at ways of ensuring that
children and young people who face a barrier to learning disabled people are treated equally and fairly. This means
(references to young people are to those aged 16 or 17, still including disabled people and disability equality in policy
receiving school education). The Act encompasses any development and actions from the outset, rather that
need that requires additional support in order for the child focusing on individualised responses to specific disabled 13.Getting it Right for Every Child applies these principles principles of the Scottish Government’s Smarter
or young person to learn. It places duties on education people. to a wider community of interest. GIRFEC expects any objective. In developing a strategic approach to early
authorities and requires other bodies and organisations to
Getting it Right for Every Child (GIRFEC) agency working with a child to look out for the child’s needs intervention, Ministers and COSLA have identified
help.
as a whole and work to improve all outcomes for children. some key principles. These are elaborated further in
9. Ministers have also confirmed that Getting it Right for Every Section 7 of The Autism Toolbox.
Curriculum for Excellence, taken alongside the provisions of
Disability Discrimination Act 1995 (DDA) Child is a key priority for the Scottish Government as it
the 2004 Act, will enable the educational needs of all young
(as amended by the Special Educational contributes to its strategic objectives. The Government is
people, including those requiring additional help to be met.
committed to policies which help Scotland’s children and
Needs and Disability Act 2001) GIRFEC requires action to be integrated where necessary
young people fulfil their potential.
to address all needs. Issues such as offending behaviour,
4. The amended 1995 Act makes it unlawful for education 10.Getting it Right for Every Child is a national programme that disability may frequently be covered by work under the
providers to discriminate against disabled pupils and is changing the way adults and organisations think and act 2004 Act but if not, GIRFEC expects any additional action
prospective pupils in the provision of education and to help all children, young people and their families grow, to be part of an integrated plan for the child.
associated services in schools, and in respect of admissions develop and reach their full potential. Scottish Ministers
and exclusions. In particular it requires education are keen to explore how existing legislation can support 14. A focused inspection of autism provision in Scottish schools
providers: culture, systems and practice change before further was reported in 2006 by HM Inspectorate of Education
• Not to treat disabled pupils “less favourably”. legislation is considered. From the lessons learned so in ‘Education for Pupils with Autism Spectrum Disorders’.
far from pathfinding activity, progress needs to happen There are 8 key recommendations for Local Authorities.
• To make reasonable adjustments to ensure that disabled
pupils are not at a substantial disadvantage. simultaneously on all three fronts in order that we get it
15.The Early Years Framework (Scottish Government, 2008),
right for every child.
5. These duties exclude both the requirement for physical has been jointly developed by the Scottish Government
alterations to be made to schools and the provision of 11. The principles share a common origin through the 4 and COSLA as part of their Concordat agreement and was
auxiliary aids and services. Instead, these requirements capacities on which Curriculum for Excellence is founded. launched in December 2008. The Early Years Framework
should be considered as part of the more strategic The diagram above is one example of what wellbeing for relates to national outcome target number 5 ‘Our children
approach in the Education (Disability Strategies and Pupils’ children and young people is and what they require in order have the best start in life and are ready to succeed’, it is
Educational Records) (Scotland) Act 2002. to meet these capacities. also a policy initiative which forms one of the six guiding The University of Strathclyde is a charitable
8 Highlighting Resources – Finding help and information
The resources recommended in The Autism Toolbox are intended to provide a starting point for direction to useful texts, websites, sources of help and information.
Practitioners will be able to seek advice within their own Local Authority or school but may also wish to be in a position to pass on recommendations for support, help
and information to colleagues, parents and families. The Scottish Autism Service Network provides a hub for further information for professionals in Scotland.
Local Organisations Documents and Books National Organisations

Autism Argyll National Autistic Society (NAS)
http://www.argyllcommunities.org/AUTISMARGYLL http://www.nas.org.uk/
Autism Argyll was formed by a group of parents to provide Champion the rights and interests of all people with autism
support and information to parents, carers and those and aim to provide individuals with autism and their families
affected by Autism Spectrum Disorders (ASD) living within with help, support and services that they can access, trust
Argyll and Bute. and rely upon and which can make a positive difference to
Borders Aspergers and Autism Group Support their lives.
http://www.baags.co.uk/ National Centre for Autism Studies (NCAS)
BAAGS offers support, advice, advocacy, information and http://www.strath.ac.uk/autism-ncas/
friendship to people with Asperger syndrome, autism, their Based in the University of Strathclyde, NCAS comprises
parents, relatives, partners, friends, work colleagues/friends, three strands of excellence in relation to autism - research
and anyone with an interest in learning more about Asperger excellence, practice excellence and teaching excellence
syndrome, autism and related behaviours. - with expertise from a multi-disciplinary staff and visiting
Clydesdale Autism Support professors.
http://www.casg.org.uk Scottish Autism Research Group (SARG)
For children, young people and adults on the autistic http://www.education.ed.ac.uk/sarg
spectrum, their parents and relatives and those supporting An interdisciplinary group of academic researchers,
or working with people on the autistic spectrum. postgraduate students and practitioners involved in research
They endeavour to secure and provide more services for into autistic spectrum disorders.
those in greatest need. Scottish Autism Service Network (SASN)
Fife Action on Autism http://www.scottishautismnetwork.org.uk
http://www.fifeactiononautism.org.uk/ Provides a professional network for autism in Scotland and
Offers information, advice and support to parents about the a hub for information, with the primary aim of building the
nature of autism and AS, benefits, support in education, capacity of the workforce to make a difference to the lives
employment and independent living. Home visits are of people with autism and their families.
offered. For professionals working with people with autism, Scottish Society for Autism (SSA)
information is offered either through meetings or at their http://www.scottishautism.org.uk
place of work. Over 400 people of all ages with autism in Scotland are
Highlands and Islands Autism Society supported by the Society in conjunction with local authorities.
http://www.caithness.org/community/ With 40 years experience of working with people with
healthandwelfare/autism.htm autism, the Society offers specialised training to families
Formed by parents, teachers and friends of autistic children. and professionals.
They offer support, information and advice.
Hope for Autism in North Lanarkshire
http://www.hopeforautism.org.uk/index.html
To develop specialist services for young people with an
Autistic Spectrum Disorder and those who care for them in
North Lanarkshire and to encourage a better understanding
of the condition.
Lothian Autistic Society
http://www.lothianautistic.org/
Provides accessible high quality autism-specific support
services in Edinburgh and the Lothians.
People with High-functioning Autistic Disorders in Fife
(PHAD)
http://www.phad-fife.org.uk/phad.php
A charity working in partnership with other autism
associations and Fife Council to provide support and advice
to families and carers of individuals with high-functioning
autistic disorders.
The Autism Toolbox Exemplars
Please select the part or section you wish to access by clicking on a box below
Exemplar 1 – Pupil profile template
Exemplar 2 – Pupil preparation for review meeting
Exemplar 3 – Early Years Approaches - Q and A
Exemplar 4 – Management Plan - Primary School
Exemplar 5 – Individualised Educational Plan 1
Exemplar 6 – Individualised Educational Plan 2
Exemplar 7 – Additional support planned activities template
Exemplar 8 – Early Years communication assessment template
Exemplar 9 – Passport template
Exemplar 10 – Completed Passport

Exemplar 1
Pupil Profile Template
Name:
Date of birth:
Primary/Secondary Stage:
Reported by:
Present at meeting:
Date:
Report approved by:
Home:
School:
Additional Agencies:
Personal and Social Development

Interaction, Social Awareness and Play
Peers
Adults
Interaction, Social Awareness and Play

Home
General (Social Awareness)
Personal and Social Development

Body Awareness, Movement and Self-help Skills
General (Body Awareness/Movement)
Exemplar 1
Home (Self-help skills)

Independence skills
Toileting
Dressing
Sleeping
Eating
Organisation
Language and Communication

Oral Language
Level of development:
Communication Skills
Other/General Comments
Feelings:
Environmental and Sensory Influences

Physical Environment
Social Environment
Other/General Comments
Points to consider when drawing up the I.E.P.
Exemplar 2
Example of Pupil Preparation for Review Meeting- proforma
Pupil review form
Date
Reason for meeting
People at meeting
Things I am pleased about:
Things I am worried about
Things I want to get better at this year
Other things that are important to me
I would like to talk myself at the meeting.

I would like ___________________________ to help me at the meeting.
Signed _______________________________
Exemplar 3
Insights from Early Years Practice – Questions and Answers.

(Early Years Specialist Support Teachers)
The Impact of ASD on Teaching & Learning – what adjustments do preschool teams
make to Teaching and Learning?
Preschool teams work with the child’s strengths and interests as they would for any
other child. However greater emphasis is placed on teaching specific skills -
communication, social interaction and play. Use of teacher led activities / peer
modeling – teaching child with ASD how to play with toys – how to play cooperatively
– how to communicate with others. Differentiation of curriculum, adaptation of
resources.
Assessment – what sorts of records are important?

Observations notes are important, gathering evidence in different environments, how
the child responds to different people and in different settings is valuable for the
teams involved in assessing children with ASD. The observation profile contained in
the book ‘Autism in the Early Years’, Cumine, V., Leach, J. and Stevenson, G. (2000)
p91-99 is used by some education staff as a focus for their observations, a simple
way to assess progress, record and plan for learning. Early Years Specialist Support
Teachers in our authority have access to a simple Communication Assessment
which can be used to identify specific difficulties a child is experiencing with their
communication, prior to referring to Speech and Language Therapy (See
‘Communication Assessment Template).
Individualised Educational Planning – a planner for preschool

We use a standard Individual Educational Programme, (IEP) developed for use in
our nurseries for many of our children.
We also have available for use ‘Additional support – planned activities’ planner which
is set for a specific time scale dependant on the needs of the child. It is useful in
focusing nursery staff on specific strategies or more general approaches which can
be integrated into their daily planning and specific activities which will support the
focus / strategies described. Often nursery staff do not have many opportunities on a
daily basis to work individually with the child and so to support any work being done
with the child we work with nursery staff to write planned activities which they can link
into topics/ responsive planning and this allows them to incorporate strategies for the
whole nursery with a focus on the child with ASD. (Blank example attached –
‘focused support template.doc’)
Classroom Organisation and Strategies –appropriate adjustments

Generally good practice, staff respond to children using appropriate language /
communications methods, visual strategies, differentiating resources, working with
autism outreach teachers, specialist support teachers, parents. Having a quiet space
for child to go to, providing some structure/ routine to child’s day. Clearly defined play
areas, routines for each play area, eg. red aprons for painting, yellow for sand.
Having a cushion for child to sit on at group time, providing a ‘twiddly’. Nothing
innovative or new. Generally staff in nursery establishments are becoming more
experienced at supporting children with ASD in their establishments. They are
accessing CPD opportunities in advance of children coming into their nurseries, they
are better prepared and this is having a positive effect on many children.
DC – July 2008
Differentiation and motivation – helping the child with ASD to be involved
Differentiation is best supported by individualised planning. Through discussion with
the family, supplemented by observation in different situations it is possible to
identifying motivators for young children with ASD which can provide a starting point
for developing practical involvement. Working from children’s curiosities and interests
in a responsive way is usual in nursery practice – tailoring this approach to recognise
an entry point in working with a child with ASD means working alongside the child
and taking small steps.
The Social Curriculum – opportunities alongside peers in mainstream and reverse

integration too
Some children with ASD attend one of our supported nursery establishments (high
staff ratio, specialist input from health e.g. SLT) and have either access to
mainstream nursery as a class group, two afternoon sessions a week or have a split
placement with their local mainstream nursery. i.e. mornings in their supported
nursery and up to five afternoons in mainstream nursery or vice versa.
Transitions – how do preschools prepare and link with next stage placements
In my authority the Early Years Specialist Support Teachers work to support children
under 5’s with ASD in the early years establishments, their nursery staff and parents.
They play a key role in the transition of children from early years establishments into
primary school. They work with the Autism Outreach Team, liaise with the early years
establishments and receiving school, supporting them in setting up transition
meetings for all involved with the child to plan for their transition. They liaise with the
receiving teacher and are present for the pre admission visits for the child. They are
also able to work with the class teacher and child in primary 1 from August for six to
eight weeks if this is appropriate.
Whole School Approaches – visuals? Clarity? Sensory rooms? These are busy
environments!
With careful use in liaison with Speech and Language Therapist visuals can be
effectively used to support communication between staff and child. (Clear guidelines
are useful to avoid everyone latching onto the idea that the child with autism is solely
a visual learner which can result in covering the area with ‘boardmaker symbols’
without knowing what the child understands and how to use them appropriately).
Sensory rooms, again can be inappropriately used – need for appropriate staff
training. Sensory needs of children with ASD are not always being clearly identified,
involvement by Occupational Therapists makes a great difference.
DC – July 2008
Exemplar 4
Managemant plan Primary School

Pupil: Date Sept 07
Safety Concerns
May try to leave playground if gate is open
Sometimes waves arms around when playing, children can find threatening
May hit out at adults but will then be very sorry
Current Issues/potential triggers

Learning and maintaining school routines
Finds it difficult to take turns
Separating from mum
Feels sick when watching others eat (will have own packed lunch)
Uses American accent but gets annoyed if people don’t understand him first
time.
Agreed strategies
Lisa to meet at school gate, reward sticker for coming into school calmly
Easy settling in activity
Daily visiual timetable (caterpillar cards)
Try to keep to routine
Get attention/tap on shoulder before giving an instruction
Use 3, 5, or 10 minute timers as appropriate
Remind him of good sitting and good listening
Use doctor who reward stickers
Encourage to look at what other children are doing
Homework diary to communicate with home
Encourage him to eat lunch in quiet area of lunch hall, but if can’t cope use
area outside office (CT to write social story)
If tantruming: ‘This is not good news. 1-2-3 get up now’
Planned ignoring
Use pre warning, remind of rewards
Ask if needs to look at the numbers
Go for a walk
Use timer 2minutes – finish now
Card to management
Emergency contacts
Exemplar 5
Individualised Educational Plan 1
Name J Contents
Date of Birth Personal and Social Development
Stage P.2 - Social Awareness and
Date November Interaction
Attending
- Play
Reported By (Class Teacher)
(S.L.T.) - Self –Help Skills
Approved By (Parent’s Signature) - Body Awareness and Movement
- Language and Communication
- Number
Scoring Key
1 – Achieved 4 – No Progress
2 – Almost Achieved N/U – Not Undertaken
3 – Progressing N/A – Not Applicable
Social Awareness and Interaction
Target Strategy Resources Modifications Score Review
J will reduce the Circle time Key adults

number of times
he verbalises “I’m Confidence building Personal rewards
the worst,” “I’m activities Achievement
stupid” by half. book
Praise
J will use a traffic Traffic lights Key adults

light system to • Not ready to
help control his talk Traffic lights
anger 2/5 times. • I’m ready to
speak to an Quiet room
adult
• Ready to
rejoin
J will wait until “J wait” Key adults
the teacher is
ready to talk to Visual support Visual aid
him when indicating that the
prompted 3/5 teacher is busy Rewards
times.
Planned ignoring
Play
J will differentiate Discussion and Key adults

between an modelling.
accidental and Visual aids
deliberate bump in Role play
the playground and Peers
chose the correct Visual support
solution 3/5 times. Rewards
J will recognise Discussion with Key adults

when it is time to adults Peers
remove himself Preparation and Social story
from a play modelling Stickers
situation that has alternatives
broken down 3/5 Social story
times. Praise and
encouragement
J will participate in Daily turn taking Games
and congratulate games
the winner in a Key adults
competitive game Encouragement
on a daily basis 3/5 Peers
times. Key adult insistence
Self-Help Skills
J will stick to a Encouragement / Key adult

work task even verbal prompting interaction
when he thinks it
is difficult 2/5 Praise Daily work
times.
Rewards Rewards
J will ask for help Remind J of Key adults
in work tasks he strategy before
finds difficult task Daily work tasks
3/5.
Praise / Stickers
encouragement
Rewards
J will respond to “J stop” visual Key adults
verbal prompts
when he is Social story Peers
stressed 2/5
times Preparing and Daily work tasks
reminding J on a
daily basis
Body Awareness and Movement
J will form all of Over writing Key adults

his letters
correctly 3/5 Practise Computer
times.
Upper/lower case Magnetic letters
keyboard
Rewards
J will hold and use Verbal reminders Key adults
a pencil properly
during work tasks Prompting Rewards
3/5 times.
Modelling Pencils, pens etc
J will remain in his “Good standing J” Key adults
space in the line –
which is not always Praise Peers
first 4/5 times.
Line chart Rewards
Language and Communication
J will understand Modelling Worksheets

‘who, what, where,
why and when’ Daily practice Key adults
questions on 3/5
times at news time. Verbal prompting Peers
Group table
J will identify SLT sessions Key Adults
phonemes in words
of a three phoneme Daily practice Worksheets
level on 3/5
occasions. Worksheets
Verbal prompting
J will participate in “Think about it J” Key adults
all group activities visual Peers
(without opting visual
out) on 3/5 Daily practice Group table
occasions. Rewards
Verbal prompting
Number
J will practice the Tables games Key adult

2,3,4,5 and 10 interaction
times tables daily Daily mental maths
Maths games
Praise
Homework
J will identify a Practice Maths
right angle. programme
Daily maths
programme Key adults
Verbal prompt Homework

J will use his Number activities Maths
knowledge of the programme
times tables to Adult interaction
help him with Key adults
division sums 4/5 Homework
times. Home
Exemplar 6
Individual Education Plan 2

Pupil: A Teacher: Miss G Term: Jan-April
Target Strategies Resources Evaluation

A can complete a work Adults to re-direct to visual Photographs for visual TT x2
programme of four activities timetable (home & school)
every morning using a visual Option of workstation Motivator list
timetable. 3 adult tasks & 1 motivating Key adults
task
Photocopy of visual timetable
to be sent home
A can sit calmly with whole A to sit at back of group adults Sand timers
class for 10 minutes with visual to ensure no other children are Stopwatch
and verbal prompts. touching him Stickers
Sand timer/stopwatch? Support assistant
HT sticker/award
Gradually increase time
Brief walk to settle then back to
desk (no fun stuff!)
A can wait until messy Supervision Support assistant
activities are finished, or an Reassurance that its OK to get
adult tells him, to wash his messy
hands. Incorporate dinosaurs to
distract and encourage him to
be messy longer
Emphasise everyone is messy –
its OK
A asks an adult before going to Classroom door to be shut ‘Ask’ visual
the toilet. ‘Ask’ reminder on door
Practice using blue band
A has reduced the frequency of Toilet tokens Toilet tokens - 5 per day
visits to the toilet. Supervision to prevent trip to
toilet being too much fun.
Liaison with home
A attempts to moderate his No talking/partner/group/ Visual

volume with prompting. Playground voice/ visual
A can take turns on the Careful selection of pupils to Warning card

computer with two other share Timer
children with prompting. 2 minute warning card or timer Key adults
‘time to stop’ instruction Reward system
Reward points for waiting
patiently
A can identify all pupils sitting Circle games focusing on pupil Time
at the Hogwarts group. names Adults
Regular opportunities and Self esteem games book
encouragement to practise
using names – jobs in class etc.
Agreed with/Distributed to
Parents:
Class teacher:
Educational Psychologist:
Speech and Language Therapist:
Others:
Exemplar 7
Education Resources – Inclusive Education
Additional Support – Planned Activities

Name: DOB: Key Worker:
Nursery: Date: Support Teacher:
Social interaction / Play
* Focus
•
Language – Expressive Comprehension

* Focus * Focus
• •
Fine motor / Gross motor skills

* Focus
•
Knowledge and Understanding

* Focus
•
Other information
Signed: Date:
Exemplar 8
Communication
Assessment
Early Years
Communication assessment
Name: DOB: date begun:
Describe how the child:
Draws attention to self
Makes requests
Greets peers and adults
Rejects others, actions, objects.
Gives information
Describes objects, others, activities,

etc.
Directs
Expresses possession
Expresses non-existence
(Disappearance of object)
Expresses position
Asks adult to do something for them
Uses attributes
Repairs misunderstandings
Uses questions
Does the child use any of the following to communicate?
Yes No Comment
Gesture
Eye contact
Facial expression
Body language
Looking
Pointing
Comprehension Can the child identify and name a variety of

everyday objects, peers, adults around them, activities, colours, shapes, etc.
Single word level Identify (give me the…) Name (what/who)
Real objects
Pictures
Peers
Adults
Activities
Colours
Shapes
Numbers
Own name / words

Listening skills Which best describes the child?
Highly distractible.
Engrossed in own activity, difficult to redirect.
Can be redirected if attention is gained, but not for long.
Has control of own attention, no adult intervention required.
Expressive language
Give example of what the child says and the intended meaning.
What said Intended meaning
D Cunningham
Early Years Specialist Support Teacher
Exemplar 9
Name
This is important information about me. Please read carefully.
I am …. years old. I I go to……….

live in ……..with ……
Photo here
I have autism. This means I have Autism for me means:

difficulties with: ♦

I like: I don’t like:

♦ ♦
My strengths: Things I find difficult:

• •
What you can do to help me:

•
Key people at ………..: My taxi escort Key people at……………

is
Please turn over

Medical information: Medication:
Allergies: Diet:
Other important information:
Thank you for taking the time to read this!

Exemplar 10
Name
This is important information about me. Please read carefully.
I am 4 years old. I I go to………. Afternoon Group on Monday,

live in ……..with my Tuesday and Wednesday afternoon. I go to
mum, dad and big …………….. Nursery on Thursday and Friday
sister ………...
Photo here afternoon.
I have autism. This means I have Autism for me means:

difficulties with: ♦ I might not seem very interested in you
 Talking and listening ♦ I need help to understand what you want
 Understanding me to do
 Behaviour ♦ I like to do my own thing and not always
what you would like me to do!
♦ I can make lots of noise and be very
wriggly!
I like: I don’t like:

♦ Food and going to the café ♦ Shopping
♦ Playing outdoors ♦ Busy, noisy places
♦ Beads and Bricks ♦ Sitting still for long
♦ Backyardigans and Balamory
♦ Thomas and Bob the Builder
My strengths: Things I find difficult:

♦ Singing ♦ Sitting still
♦ I am very loving and ♦ Waiting
affectionate ♦ Joining in with bigger
♦ Sorting and matching groups
What you can do to help me:

 Prepare me for what’s happening using pictures
 Keep your language simple
 Help me join in with others a little at a time
 Give me lots of opportunities to run around – I have lots of energy!

Key people at ………..: My taxi escort Key people at……………

is
Please turn over

Medical information: Medication:
Allergies: Diet:
I love almost anything to eat!
I avoid anything with colours and
additives
Other important information:

I wear a nappy and have very loose bowels.
Thank you for taking the time to read this!

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The Autism Toolbox Part 3

The Autism Toolbox Part 3

This list of helpful materials and websites provides readers with a

Scottish Executive. 2005 Accessed February 2009

The Scottish Government.

The Scottish Government.

The Scottish Government.

The Scottish Government.

The Scottish Government.

The National Autistic

Booth, T. and Ainscow, M.

The Scottish Society for

MacKay, T. and Dunlop,

Smith Myles, B., Cook, K.T.

Cumine, V., Leach, J. and

Attwood, T. 2003 Accessed February 2009

Beyer, J. and Gammeltoft, L.

Cumine, V., Leach, J. and

Jordan, R. 1999 Accessed February 2009

Jordan, R. 2002 Accessed February 2009

Stoddart, K.P. 2004 Accessed February 2009

Paxton, K. and Estay, I.A.

Atwood, T., Callesen, K. and

Dunlop, A.W., Knott, F. and

Elder, J. 2005 Accessed February 2009

Sonders, S.A. 2002 Accessed February 2009

Plummer, D.M. 2007 Accessed February 2009

Williams, C. and Wright, B.

Hewett, D. 2006 Accessed February 2009

Winner, M.G. 2002 Accessed February 2009

Batten, A. and Daly, J. 2006 Accessed February 2009

Larkey, S. 2005 Accessed February 2009

Sainsbury, C. 2000 Accessed February 2009

Gray, C. and White, A.L.

SASN. 2008 Accessed February 2009

Schopler, E., Lansing, M.D.,

Myles, H. 2002 Accessed February 2009

Levine, K. and Chedd, N.

Plummer, D.M. 2006 Accessed February 2009

Bogdashina, O. 2003 Accessed February 2009

Hewitt, S. 2004 Accessed February 2009

Kiker Painter, K. 2006 Accessed February 2009

Wing, L. 2002 Accessed February 2009

2001 Accessed February 2009

Henault, I. 2006 Accessed February 2009

Attwood, T. 2007 Accessed February 2009

White, C. 2006 Accessed February 2009

Mesibov,G., Thomas, G.B.,

Lawson, W. 2001 Accessed February 2009

Editors: Jones, G. and

Published twice yearly Accessed February 2009

Willey, L.H. 2003 Accessed February 2009

Frender, S. and Schiffmiller,

Welton, J. 2003 Accessed February 2009

Ives, M. and Munro, N.

Powers, M. 2000 Accessed February 2009

Annual Conference Report.

Jackson, L. 2002 Accessed February 2009

Vermeulen, P. 2001 Accessed February 2009

Leask, A. 2006 Accessed February 2009

Gorrod, L. 1997 Accessed February 2009

Hannah, L. 2007 Accessed February 2009

Hunter, S.T. 2006

Name of pupil (optional) ____________________Gender_