Vision
The Autism Education Trust believes that all children and young people with autism1 should receive an education which enables them to reach their individual potential to engage in society as active citizens (and that individuals, families and professionals are informed, supported and equipped to enable this to be achieved).
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The Autism Education Trust (AET) is funded by the Department of Education (DfE) and was founded by Ambitious about Autism (formally TreeHouse), The Council for Disabled Children (CDC) and The National Autistic Society (NAS).
The AET is a partnership of organisations with an interest in autism and works to improve education for children with autism. It is hosted on behalf of the partnership by the NAS.
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Mission
The purpose of the AET is to improve the education for children and young people with autism.
In order to help achieve this mission the Autism Education Trust will:
• undertake research to provide evidence of effective service models and practice in responding to the education needs of children and young people on the autism spectrum.
• provide a platform for the promotion and sharing of effective practice in responding to the education needs of children and young people on the autism spectrum.
• disseminate information regarding evidence-based and ‘best-practice’ approaches/services to policy makers, service commissioners and practitioners.
• provide an interface between users, practitioners and policy makers in respect of service development.
• advise central government in respect of policy and guidance.
• ensure that full and proper engagement of stakeholders informs its work.
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1. It is estimated that one per cent of children and young people in the UK are on the autism spectrum (circa 133,000).
2. The majority of children on the autism spectrum will be taught in either a mainstream school or generic special school (an average secondary school can expect to have 9 children on the autism spectrum at any time).
3. Pupils with Statements of SEN are over 3 times more likely to be permanently excluded from school than the rest of the school population. The 2006 NAS ‘Make school make sense’ survey found 1 in 5 children in the sample had been excluded from school and 67% of these had been excluded more than once. 40% of children on the spectrum have been bullied.
4. Although there is an existing body of good practice in the sector, this needs to be more effectively shared across regions, settings and within professional groups.
5. There is a lack of evidence and information regarding service models and practices that maximize opportunities for inclusion of children and young people on the autism spectrum and which support them in achieving educational and ‘every child matters’ outcomes.
6. There is a need for a focused debate concerning the concept of inclusion and of the range of inclusive and specialist services that are required to support children and young people on the autism spectrum and their carers/families.
7. Access to effective services is inequitable across areas, and ethnic/socioeconomic groups.
8. Transition arrangements from children’s to adult services are often inadequate.
9. Policy makers and service commissioners often fail to take into account the views of children and young people on the autism spectrum and their carers.
10. Substantial public funds are invested in the education of children and young people on the autism spectrum. It is important that these funds are used wisely and have maximum impact. Policy makers and service commissioners require independent and good quality information and advice.
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Remit:
The remit of the Programme Board is to provide governance to the AET. This includes determination of vision, values, strategic direction and specific work streams. The Programme Board will support and hold the Director to account for the effective delivery of the strategy and specific work streams. The Programme Board will support the Director in negotiating with government and other funders. The Programme Board will ensure that its strategy and specific work streams are informed by the input of the Expert Reference Group, the Youth Council and other relevant stakeholders. Nonetheless, final decision making responsibility sits with the Programme Board.
The Programme Board members’ term of office is the two years of the DFE contract. Members will be paid an agreed day rate (if requested) and reasonable expenses for their attendance at meetings.
Membership (in alphabetical order)
TBC
Representation from the people we support:
Please Note: The AET is keen to have involvement and representation from the people we support and a review of how this can be done in a meaningful and effective way at Programme Board level.
Secretariat
The AET administrator.
Leadership of the Programme Board:
The Programme Board will appoint a Chair and from among its membership. The term of Office for the Chair is the two years of the DFE contract, after which this will be reviewed.
Role:
The role of the Programme Board is to:
• Support the development of and approve the strategic plan for the AET and monitor the performance against plan.
• Approve the AET policies and oversee their implementation.
• Approve AET budget and monitor performance against budget.
• Be directly involved in the recruitment of the Director of the AET and input into their annual appraisal.
• Support the Director in the recruitment of other AET staff.
• Be involved in commissioning of contracts, as required.
• Act as Ambassadors for the AET.
• Support the Director in reporting to and negotiating with the Department of Education and other key funders and stakeholders.
• Appoint the Expert Reference Group.
Timescale and frequency of meetings
Meetings of the Programme Board will take place every two months with additional meetings if necessary.
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Remit:
To advise the Programme Board and staff team on the development and implementation of plans for the AET. To provide professional expertise to support the development and delivery of effective practice within the AET work programmes and to promote the AET to wider networks as a platform for collaboration.
When defining membership we seek to maintain an effective balance of skills, knowledge and experience from within the autism education sector. We recognise that one individual may bring a range of the required experience.
Role:
The role of the Expert Reference Group is to:
• To provide expert advice and guidance to the Programme Board and staff.
• To provide a breadth and depth of experience in relation to autism and use that expertise to help the AET improve education for children on the autism spectrum and their families.
• To share examples of good practice with the autism community through the AET.
• To be actively involved and credible within the autism education sector.
Secretariat
The AET Administrator.
Timescale and frequency of meetings
Meetings of the Expert Reference Group will take place quarterly. Additional meetings will be held as necessary.
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The AET is keen to ensure that children and young people with autism and their siblings are actively involved in its work. The AET Youth Council includes children and young people wherever they are on the spectrum and in whatever setting they receive education.
The chair of the AET Youth Council will be a young adult with autism who will also sit on the Advisory Council.
The AET Youth Council should aim to seek representation from the following groups:
- 2 young adults (18-24) with autism
- A young person (over 11) who is:
- in a mainstream school without a special unit
- in a mainstream school with a special unit
- in an autism-specific school
- home educated
- A child (5-11) who is:
- in a mainstream school without a special unit
- in a mainstream school with a special unit
- in an autism-specific school
- home educated
- These groups should be drawn from across the autistic spectrum and should ideally include some children and young people who have:
- Asperger syndrome
- high-functioning autism
- typical autism
- additional learning disabilities
- a tendency to be non-verbal
- Dyspraxia / Dyslexia/ ADHD
- Siblings of a child or young person with autism, where the sibling is:
- a young adult (18-24)
a young person (over 11)
a child (aged 5-11)
Other representatives as agreed by the Steering Group
Remit:
1. To ensure that the work of the AET meets the needs of children and young people
2. To give children and young people with autism a ‘voice’ that is heard by policy-makers and service providers with the help of the Advisory Council and Steering Group.
3. To be a positive experience for children and young people with autism that provides a model of participation for children with communication difficulties.
Terms of Reference
• To provide the expert advice and guidance to the Steering Group from the position of a child or young person with autism.
• To share what works for children in schools and other educational settings.
• To share examples of good practice with the autism community through the AET.
• To learn and have fun doing it!
Secretariat
The AET Project Head will commission a participation worker to communicate with children and young people on a one to one or small group basis within their educational setting as appropriate. Two young adult representatives from the Youth Council should sit on the Advisory Council.
Timescale and frequency of meetings
The AET Youth Council will not meet physically as a group. A programme of visits will be set up as appropriate. Sessions with a participation worker will be complemented by seminars specifically for children and young people with autism and their siblings at any subsequent road shows and conferences.
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Sub groups
Sub-groups may be formed as required to provide advice and support on specific areas. They will report to the Programme Board as necessary. Individuals outside of the governance structures with specific areas of expertise may be appointed to these as agreed by the Programme Board.
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Non attendance at meetings:
Non attendance at 2 consecutive meetings may lead to a review of an individual’s membership of the ERG.
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The Role of the NAS as Host:
The NAS is responsible for providing Line management to the Director of the AET. The NAS is the contractual employer of all AET staff. In this role the NAS undertake to provide accommodation and support services to the AET and will charge the AET a reasonable amount for these services as agreed by the Programme Board through the budgeting process. The NAS holds IPR on behalf of the AET.
In addition the NAS will act as the contract holder with the Department for Education and will manage the contract accordingly.
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