Vision
The Autism Education Trust believes that all children and young people with autism 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).
Back to top
The Autism Education Trust (AET) is funded by the Department for Children, Schools and Families (DCSF) and founded by TreeHouse, The Council for Disabled Children (CDC) and The National Autistic Society (NAS). The NAS is hosting the AET until a more independent organization can be formed. This small core group is supported by a number of partners – there are currently 13 voluntary, statutory and community groups who contribute to the work of the AET through its Steering Group and its Advisory Council.
In addition, the AET is consulting a number of professional bodies in order to maintain relevance and ensure information is properly targeted.
Back to top
Mission
The purpose of the AET is to further raise awareness of the importance of autism education across the children’s workforce, to bring organisations involved in delivering autism education services together in order to promote effective practice and share information and to involve children and young people with autism and their families and carers in the planning and delivery of information and resources to enhance and improve autism education across the country.
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
Back to top
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
Back to top
Back to top
Overall remit
To ensure that the work of the trust reflects the strategy agreed in consultation with the Advisory Council and other stakeholders and makes a real impact in pursuit of its vision and mission.
Membership (in alphabetical order)
Liz Andrews - Director, Early Support programme, RNID
Amanda Batten - Head of Policy and Campaigns, NAS
Sarah-Jane Critchley - Project Head, AET
Sasha Daly - TreeHouse
Julia Dunlop - Educational Psychologist, Blackpool
Annette English - West Midlands Regional Partnership
Sue Fairhurst - South Gloucester Council LA/LAEYN
Caroline Hattersley - Head of Advice and Advocacy, NAS
Jane Haywood - Chief Executive, Children’s Workforce Development Council
Glenys Jones - School of Education University of Birmingham
Christine Lenehan - CEO, Council for Disabled Children
Bob Lowndes - Autism Alliance UK
Benet Middleton - Director of Communications, NAS
Ian Wylie (chair) - CEO, TreeHouse
John Biddulph
Phil Christie - Director of Children’s Services for the NORSACA
Joy Beaney - Torfield School
Observers:
Nigel Fulton - DCSF
Sibil Lyme - DCSF Sure Start
Natalie Patel - DCSF Sure Start
Phil Snell - Training and Development Agency for Schools
Other people will be invited to attend specific steering committee meetings when relevant.
Terms of Reference
• To determine the strategic direction and associated objectives of the AET in achieving its mission
• To commission work in pursuit of those objectives
• To support and advise staff and others on the implementation of strategy
• To evaluate the impact of objectives and strategy
• To regularly review mission and strategy and ensure that it reflects the aspirations of the Steering Group, Advisory Council and other stakeholders
• To maintain good and productive relations with the department so that it can be effective as a conduit for messages from the autism sector to DCSF
Secretariat
The AET Project Support Officer will provide administrative support for the Steering Group with assistance from consultants and Steering Group members as appropriate.
Timescale and frequency of meetings
Meetings of the Steering Group will take place once every two months. Additional meetings will be held if necessary.
Sub-groups may be formed as required to advise on specific areas. They will report to the full Steering Group as necessary. Individuals with specific areas of expertise may be appointed to these as agreed by the Steering Group. Sub-group meetings will be held at appropriate intervals.
Back to top
Membership (in alphabetical order)
[Names to be inserted when known]
There is an overarching Advisory Council consisting of representatives (chairs) from each of the Advisory Groups. This should seek representation from the following groups:
o An adult with autism
o A young adult (18-24) with autism
o A parent / carer of a child with autism
o An educational psychologist
o A paediatrician with expertise in autism
o A speech and language therapist
o A teacher in a mainstream school without a special unit
o A teacher in a mainstream school with a special unit
o A teacher in an autism-specific school
o A local authority special educational needs advisor
o A participation worker / consultant
o A young adult sibling of a person with autism
o An SEN school governor
o An early years / nursery school teacher
o A learning support assistant / teaching assistant
o A lunchtime supervisor
o An extended schools provider
o Regional representatives
o Other representatives as agreed by the steering council
Overall remit
1. To advise the AET Steering Group on particular areas of interest associated with the delivery of the AET programme of work and the wider remit of the AET.
2. To advise government, commissioners and providers on examples of effective practice.
3. To promote the AET to its wider networks as a platform for information sharing and raising awareness.
Terms of Reference
• To provide expert advice and guidance to the Steering Group
• To provide a breadth and depth of experience in relation to autism and use that expertise to help the AET improve education for children with autism and their families.
• To share examples of good practice with the Autism community through the AET
• To be actively involved with the groups they represent, whether in person, or as part of one of the AET’s virtual online communities.
• To engage and encourage participation in wider Advisory Groups.
Secretariat
The AET Project Head will chair the Advisory Council, and administrative support will be provided by the AET Project Support Officer with assistance from consultants and Advisory Council members as appropriate.
Timescale and frequency of meetings
The meetings will be convened on an irregular basis when needed. We anticipate that this is likely to be around three times a year. [This will need to be agreed by the Advisory Council at its first meeting.]
Back to top
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.
Membership (in alphabetical order)
[Insert names when known]
The AET Youth Council should aim to seek representation from the following groups:
o 2 young adults (18-24) with autism
o 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
o 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
o 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
o 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)
o Other representatives as agreed by the Steering Group
Overall 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.
Back to top