By 2026, we want data to show that we have made progress on closing the employment gap for autistic people, drawing on the Labour Force Survey. We want more autistic people who can and want to work to do so, and to ensure that those who have found a job are less likely to fall out of work. We also want to show that employers have become more confident in hiring and supporting autistic people, and that autistic people’s experience of being in work has improved.

Council for the Curriculum, Examinations and Assessment (CEA) (2015a) Relationships and sexuality education guidance: an update for post-primary schools (PDF). Belfast: Council for the Curriculum, Examinations and Assessment (CEA). Adults who work with children and young people with SEND should be aware of the additional needs children may have that could mean they are more vulnerable to abuse and/or less able to speak out if something isn’t right. Read other ACT books targeting various specific problems (e.g., anxiety, depression, trauma, chronic pain, etc.) The Education (Scotland) Act 2016 calls for educators to consider socio-economic barriers to learning. It includes the rights of children aged 12 and over under the Additional Support for Learning Act. Children who are able may act on their own behalf to influence decision making about them. Legislation for Gaelic EducationWe will set measures of success for each of the priority areas in the strategy to make sure we can effectively monitor progress in year one and beyond, being clear about what we expect to achieve by 2026. This is important in knowing and demonstrating that we are making a difference to autistic people and their families’ lives. By the end of this strategy, we want life to be fundamentally better for autistic people, their families and carers. We want to be able to demonstrate that we have transformed autistic people and their families’ lives by: Improving understanding and acceptance of autism within society Get the information you need with our range of specialist training and resources for teachers, schools and colleges.

Our Love Life resources for young people with learning disabilities cover healthy relationships and online safety and can help young people develop strategies for staying safe. Supporting young people with learning disabilities Department for Education (DfE) (2018) Working together to safeguard children: a guide to inter-agency working to safeguard and promote the welfare of children (PDF). London: Department for Education (DfE).In 2021, too many autistic people still face long waits for their diagnosis – and do not always receive support that is tailored to their needs at an early enough stage. Far too many autistic people still struggle in childhood, both with getting a diagnosis and with support following a diagnosis, including at school, and find it hard to get a job when they reach adulthood.

www.itv.com/news/london/2019-12-09/free-online-counter-terror-training-offered-to-the-public-will-you-sign-up/ We update this guide regularly to make sure it has an updated list of the best resources in print and on the web.

Council for the Curriculum, Examinations and Assessment (CEA) (2015b) Relationships and sexuality education guidance: an update for primary schools (PDF). Belfast: Council for the Curriculum, Examinations and Assessment (CEA). Firmly grounded in contextual behavioral science (CBS), superbly organized with lucid and comprehensive explanation of all ACT concepts and competencies, and loaded with clinical pearls and pitfalls to avoid, this book lives up to the title and then some, as one of the best books for learning ACT. Further, the clinical vignettes and self-reflective exercises will deepen and advance the practice of more seasoned practitioners of ACT. The updated text and the new inclusion of an excellent chapter on culture and diversity make this edition more relevant and invaluable than ever in this diverse, globalizing world. This book is simply a ‘must-have’ for any serious ACT practitioner!” This is a list of ACT resources put together for the ACBS Developing Nations Committee specifically targeted to LAMIC practitioners, but useful for all. Your schools’ safeguarding and child protection procedures should also set out how those with responsibility for supporting children with SEND will work with the nominated child protection lead if there are concerns about a child with SEND.