“To get any kind of all-round service, people with autism don’t need a High Street full of competing shops; they need a department store where each department is aware of what the others offer and points people in the direction of other services which complement their own.” (Donna Williams, 1996)
Recommendation 8 of the HMIE paper on the Education of Pupils with ASD (2006) emphasises the importance of collaborative working between education authorities and other agencies to develop plans, share strategies and commit resources to ensure that pupils with autism receive support appropriate to their needs. Regular evaluation of the effectiveness of this strategic planning should be done in collaboration with parents.
Local Service Delivery Models in response to Getting It Right For Every Child (GIRFEC) are designed around core processes which should ensure the child and family receive the right kind of help and support from the right people when they need it supported by two key roles: the Named Person and the Lead professional. During a child’s school years this could be a teacher with a guidance role, the head teacher or another designated member of staff. At secondary school level, a Named Person can be allocated taking into account the skills and expertise of staff.
Core values of GIRFEC, revised ASL legislation and Curriculum for Excellence have been used to inform the new Support Manual: Towards Excellent Support for Children and Young People. This is a practice guideline which emphasises partnership working between schools and other agencies to ensure additional support needs are identified, met and reviewed.