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Education workforce and other professionals

Please be aware that this section contains information prepared in 2009 and may now be out of date. Some links may no longer work. We are reviewing this section.

Advocacy . Behaviour . Bullying . Early years . Family support and short breaks . Home-based provision . Information and communication technology . Identification . Individual education plans . In service training . Inclusion . Multi-agency support . National curriculum . Parental engagement . Personal and social development . Preventing exclusion . Speech and language therapy . Transition


Advocacy

All children and young people have the right to have their views, wishes and feelings taken into account when decisions are made about their lives. This legal right is protected in Article 12 of the UN Convention on the Rights of the Child and in the Children Act 1989. Find out more about advocacy.

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Behaviour

Understanding the underlying reasons for behaviour is very important in helping professionals to devise strategies to help a child on the autism spectrum. Find out more about behaviour.


 

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Bullying

Last year over 20,000 children and young people called ChildLine about bullying, making it the most common problem the helpline dealt with. Find out more about bullying.


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Early years

The early years are a crucial time for children on the autism spectrum. Diagnosis and identification is occurring at an earlier age and there is increased recognition that early intervention is vital to improved outcomes. Find out more about early years.


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Family support and short breaks

Families of children on the autism spectrum can face considerable stress. Some children can require constant supervision, help with self-care skills, may eat a limited range of foods, be very resistant to change, and can spend many hours awake when others of the same age would be asleep. The lives of siblings can be severely affected. Family life is constrained, belongings may get damaged and parents are often worn out having to give constant care to the child. Find out more about family and short breaks


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Home-based provision 

Increasing numbers of parents of children on the autism spectrum are now following home-based programmes adapted specifically for the needs of children on the autism spectrum. Find out more about home-based provision.


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Information and communication technology

Information and Communication Technology (ICT) provides tools which can support learning and communication for people on the autism spectrum. Find out more about information and communication technology.


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Identification

The majority of children on the spectrum will have shown signs of the condition in the first three years of life, but their needs may not have been identified within this period. Find out more about identification.


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Individual education plans

An individual education plan (IEP) is a working document for any child with special educational needs (SEN) aimed at raising their achievement of their long term goals.  Find out more about individual education plans.


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In service training

A 2006 survey by the National Union of Teachers of its members showed that 44% of teachers do not feel confident teaching children on the autism spectrum. Lack of training is one of the reasons which the National Autistic Society (NAS) says results in the high school exclusion rate of these children. Find out more about in service training.


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Inclusion

The National Curriculum includes a clear statement about inclusion, setting out
the principles by which all schools should embrace diversity and provide for all
pupils individually. Find out more about inclusion.


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Multi-agency support

Multi-agency working is essentially about bringing together practitioners with a range of skills to work across their traditional service boundaries. This is currently regarded as crucial to the effective provision of children’s services. Find out more about multi-agency support.


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National curriculum

The National Curriculum is the set of guidelines drawn up by the government which maps out the subjects that need to be covered and the way that children are assessed at school. Find out more about the national curriculum.


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Parental engagement

Parents hold key information and have a critical role to play in their children’s development. Find out more about parental engagement.


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Personal and social development 

A key characteristic of those on the autism spectrum is their difficulty in understanding the social behaviour of others and what is socially acceptable behaviour. Find out more about personal and social development.


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Preventing exclusion 

Government guidance says that, unless there are exceptional circumstances, schools should not permanently exclude pupils with special educational needs (SEN), whether or not they have a statement. Find out more about preventing exclusion.


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Speech and language therapy 

Children on the autism spectrum often have difficulty understanding the communication of others and communicating effectively with others. This means that the speech and language therapist (SALT) may be one of the first professionals to meet the child especially if the child’s spoken language is delayed. Find out more about speech and language therapy.


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Transition

Preparing for and managing change is important for all children, but this is particularly so for those on the autism spectrum.  Introducing a change to an already established routine can cause huge anxiety and distress to the individual. Find out more about transition.


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