It has become clearer than ever that the education system is not accommodating for autistic children and young people. A Government Review in 2021 reported that almost half of autistic respondents felt poorly supported in their education, and further research found that around three-quarters of parents said that their child's school place did not fully meet their needs.
In response to this and extended research, the National strategy for autistic children, young people and adults: 2021 to 2026 is an attempt by the Government to improve the lives of autistic people and their families and carers in England, and has been given an ambitious remit. Published by the Department of Health and Social Care and Department for Education, it builds on the ‘Think Autism’ strategy (2014) and for the first time, has been extended to include young children and adults.
In order to create the 2021 strategy, a review of the old national autism strategy was published. Two surveys, 2,700 responses and seven focus groups considered it, and revealed that there is still a long way to go until autistic children and adults receive the support they need.
Respondents reported that, in general, the people and organisations in their local area had poor understanding of autism and the needs of autistic people. The survey also highlighted that autistic people continue to experience difficulties accessing the information, care and support they need to live healthy, independent lives. Significantly, there was also a lack of support when it came to leaving school and moving into work.
Four themes were chosen and considered:
- Being a part of the local community
- Getting the right support at the right time
- Developing skills and independence and working to the best of your ability
- Progress and priorities for future action
It’s no surprise that we see a theme for involvement in the community. Coronavirus has affected everyone’s shared experiences with their family and friends, but children and young people who are Neurodiverse, including those with a diagnosis of autism, may have found these changes considerably more difficult. ‘Reasonable adjustments’ are necessary for some autistic people, and due to the uncertainty of the pandemic, these adjustments have been scarce.
With educational closures and isolations, the routines some children deem necessary to their wellbeing and ability to learn, have been taken away. Social understanding and communication is already considered an area of difference that affects autistic people, and the pandemic may have impacted this area further.
Autistic pupils have differences in the way they communicate, understand, and use language. They engage in social life from a different perspective (Milton, 2011). Differences in the areas of social understanding and communication can influence how the pupil develops relationships.
Differences can include:
- Being able to engage in joint and shared attention with others.
- Communicating their own needs or feelings.
- Understanding and using facial expressions, body language (such as pointing), and tone of voice.
- Finding it hard to understand the actions and interventions of other pupils.
- Understanding and responding to instructions and explanations.
- Initiating a conversation or engaging in everyday interactions like small talk and chatting.
- Perceiving, understanding, and interpreting social behaviour, rules, and conventions.
- Understanding what other people might be thinking and feeling.
With this in mind, the Government’s current autism strategy brings early years children and teachers into the frame, and there is now a wealth of practical, free support that can be used from the Autism Education Trust, including an Early Years specific Professional Development Programme.
The Autism Education Trust (AET) intends to improve the involvement of autistic people in the community by improving understanding. The AET currently has Partners nationally and internationally, and we are building resources and support for organisations outside the education sector.
The AET is a not-for-profit organisation which supports autistic children and young people to have a positive education experience that improves well-being. We offer training modules and materials through local partners who tailor support to the needs of autistic people in their local community.
For early years practitioners, teachers, learning support assistants and all those working in roles withing schools, the AET now offers an awareness-raising module.
The Making Sense of Autism module from the Early Years Professional Development Programme introduces autism and some initial reasonable adjustments that need to be considered when working with autistic children.
After completing ‘Making sense of autism in the Early Years’, you will be able to:
- Understand the importance of getting to know the child as an individual.
- Approach autism as a difference rather than as a disorder or impairment.
- Understand the importance of identifying the strengths and needs of autistic children.
- Know how autism can affect an autistic child.
- Appreciate how important it is to listen to and learn from the perspectives of autistic children and their parents/carers.
- Reflect on your practice and implement reasonable adjustments to support autistic children.
- Know how to develop or use one-page profiles for autistic children.
As every early years professional knows, the earlier intervention is, the better the impact. Help fulfil the Government’s new autism strategy by improving the experiences of autistic children and young people in your early years setting.
Read more about the AET’s Early Years Professional Development programme.
Find out more about the strategy: The national strategy for autistic children, young people and adults: 2021 to 2026
The National Autistic Society's School Report 2021
