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Related Documents


These are useful documents relating to autism provision, diagnosis and interventions specific to Edinburgh and also nationwide:

The Scottish Strategy for Autism – Overview

In 2010, the Scottish Government, in partnership with the Convention of Scottish Local Authorities, the two national autism organisations, service users and professionals, spoke to individuals with autism and their families to hear their concerns and the changes they felt were needed to support them. They consulted on a draft Autism Strategy which became the new Scottish Strategy for Autism. This is a strategy aimed at directing the development of services in Scotland for individuals with autism and their families. The underpinning values will be: dignity, privacy, choice, safety, realising potential and equality and diversity.

The goals are divided into 3 parts: Foundations (to be implemented within 2 years), Whole-life journey (within 5 years) and Holistic-personalised approaches (within 10 years). Ten indicators for current best practice in the provision of effective Autism services have been agreed on and 26 recommendations have been made to implement the strategy.


Menu of Interventions

The Menu of Interventions is a guide to interventions and supports for people with autism across the lifespan and ability range, from Recommendations 10 and 11 of the Scottish Autism Strategy. It identifies 14 challenges common to people with autism as follows: understanding the implications of an autism spectrum diagnosis; development of effective means of communication; development of social communication; developing and maintaining relationships; social isolation for individual with autism; social isolation for family; learning to learn skills; predicting and managing change; behaviour and emotional regulation protecting wellbeing; restricted and repetitive interests and behaviours; motivation issues; sensory issues; daily living skills; and co-existing conditions. It details the recommended interventions and supports to meet these challenges, through Education, Social Work, Health or Voluntary Services, following an individual assessment.

It recommends in the area of daily living skills: “Assessment of core life skills as required across the lifespan and to take account of changing needs at various transitions. Specific individual programmes to teach and maintain these skills where needed. Involvement of families/carers in assessment and implementation of new learning”. This is represented in the work we do at Tailor Ed.


The Autism Toolbox

The Autism Toolbox is an autism resource for Scottish schools written by The Autistic Spectrum Disorder Education Working Group. Part 1 looks at the policy and legislative context, and Part 2 consists of the toolbox itself. This includes issues such as knowing about autism and working with pupils with autism, and contains guidance and support for pre-schools, primary and secondary schools. It emphasises the individual context for autism, strengths and challenges, teaching and learning, assessment, individualised educational programmes, classroom organisation and strategies, the social curriculum, transitions and whole school approaches. It also addresses the issue of supporting parents and families (communication, meetings, inclusion, siblings etc.) and lays out the role of other agencies in co-ordinated support plans, positive practice in multi-agency working.


SIGN guidelines

The Scottish Intercollegiate Guidelines Network (SIGN) published these guidelines in 2007 on the recognition, assessment, diagnosis and clinical interventions for children and young people with autism spectrum disorders. It discusses both pharmacological and non-pharmacological interventions, service provision, and information for discussion with children, young people, parents and carers. It also includes the implementation, resource implications and audit of the national guidelines and how they have been developed. The implementation of national clinical guidelines is the responsibility of each NHS Board and is an essential part of clinical governance. The link contains SIGN 145 updated June 2016. 


Edinburgh Autism Plan 15 10 13

In Edinburgh, significant gaps in provision for people with autism who do not have a learning disability have been identified. This plan is about getting the right service at the right time to promote the independence and resilience of people with autism and their carers. It considers the needs of adults, young people moving into adult services, and children, focussing on people with autism without a learning disability. Six priority areas are identified for service improvement: development of a care pathway (getting the right services at the right time); the wellbeing of children and young people with autism; housing issues and actions; employment and proposed actions (increased support in finding and sustaining employment); individual outcomes (improvements in people’s quality of life); wellbeing of children and young people with autism; and better training / awareness of autism in services and for carers (the roles of autism champions). The plan also considers the financial implications in terms of funding support services and makes a number of recommendations.


NHS Education for Scotland Autism Training Framework – Optimising Outcomes

This is a framework for all NHS staff to make sure that they have the necessary knowledge and skills to work with people with Autism Spectrum Disorders, their families and carers. It discusses the various knowledge and skills levels needed in the identification, screening, assessment and diagnosis of autism, as well as in understanding autism across life spans (transitions and change). It identifies the training necessary to achieve these different levels of knowledge and skills (informed, skilled, enhanced and expertise in autism), depending on the staff role. 


ENABLE #IncludED in the Main?!

Included in the Main?! is a national conversation about the reality of educational experiences for young people in Scotland who have learning disabilities. Our members told us that truly inclusive education is still far from a reality for young people who have learning disabilities, and this has an impact on their whole life.

Principles of Good Transitions 3

The Principles of Good Transitions have been endorsed by many organisations that provide support for young people with additional support needs, the Scottish Government and national bodies. They are being used to shape improvements within organisations, local authorities and at a national level.


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