Mapping the Journey
North Lanarkshire
Local Autism Action Plan
Contents
Background and Introduction
3
Mapping the Journey
6
How has our local Plan been developed?
7
Children and Young People
7
Continuous Improvement
7
Staff Development
7
IT Developments
7
Transitions
8
Transition: Leaving School
8
Support for Adults
9
‘Getting it Right for Children and Young People
with ASD’ Strategy Group
9
Information and Signposting
10
Employment Opportunities
11
Individual Support and Self Directed Support
11
Scottish Strategy for Autism: Ten indicators for
current best practice in the provision of effective
Autism Spectrum Disorder (ASD) services
12
The North Lanarkshire Autism Action Plan (local Plan)
Indicator 1
13
Indicator 2
14
Indicator 3
15
Indicator 4
16
Indicator 5
17
Indicator 6
18
Indicator 7
19
Indicator 8
20
Indicator 9
21
Indicator 10
22
Mapping the Journey for Children with Possible ASD:
web links
23
Consultation Response Form
25
The North Lanarkshire Autism Action Plan
This local Plan is in draft form, with consultation closing on 31st January 2014
Background and Introduction
The Scottish Strategy for Autism sets out national priorities and objectives for best
practice in the provision of Autism Spectrum Disorder (ASD) services.
The North Lanarkshire Autism Action Plan (local Plan) sets out how we will achieve
the aims of the National Strategy locally.
There is little point in having a local Plan unless it actually changes things for the
better for people on the Autism Spectrum. The National Strategy has clear aims and
aspirations and our local Plan sets out how we will try and meet these.
The local Plan has been developed to sit within the Scottish Strategy for Autism.
This approach will help to ensure that each person on the Autism Spectrum finds a
route that is appropriate to them, a route that is not necessarily reliant on services,
but one where the right knowledge and right support, at the right time, can assist the
person to achieve their potential and life outcomes. To support this it is also
important that knowledge and awareness of Autism is embedded in the local
community.
People on the Autism Spectrum are people first, people who have hopes, dreams,
aspirations, skills and abilities, people who should have the same life chances and
life opportunities as anyone else, whether these be focused on employment,
volunteering, training, learning, social interests, housing and friendships. People on
the Autism Spectrum should have the opportunity to lead meaningful and included
lives. This is true for children, young people and adults. This means that our local
Plan needs to focus on outcomes instead of being limited to what services we can
provide.
The wide range of needs and outcomes means that a wide range of opportunities
and approaches is required to make a meaningful difference and should be unique to
each person’s abilities, circumstances, needs and goals in life. This doesn’t mean
that services always need to be involved. Support should be available when required
to help the person make progress towards, and / or achieve, their own personal
outcomes.
Some people will be able to use family networks and friends to help themselves.
Other people may require information, signposting, support, services or funding. Not
everyone has family or friends and some people on the Autism Spectrum might
remain invisible, marginalised or excluded from wider community life. Specialist
service provision alone, will not address this.
Our local Plan seeks to ensure that people on the Autism Spectrum are connected to
the wider community in a way that best fits each person's needs, aspirations and
outcomes. Where necessary, training, knowledge, mentoring, support and
multiagency approaches are available to make this happen.
3
Each person is unique and Autism will impact on each person very differently. So, the
local Plan doesn’t set out how each and every person will be supported. Clearly that
would be an impossible task. Therefore, the local Plan sets out the wider approach,
where individual planning will determine how best each person can achieve their
goals.
There is a need to ensure that any supports, interventions or resources are
appropriate, effective, time limited and focused on ensuring that progress is made
towards achieving the person's desired outcomes whether these are focused on
continuing education, employment or wider community life. (Scottish Strategy for
Autism, Ten indicators for current best practice in the provision of effective
Autism Spectrum Disorder (ASD) services, Indicator 6)
A number of national and local policies already exist to help ensure the outcomes for
improving people’s lives are the best we can achieve.
The Local Plan draws from current policies, strategies and existing structures that
relate to people on the Autism Spectrum, some of which are detailed below:
4
Getting it Right for Children
and Young People with
Autism Spectrum Disorder
Strategy
5
Mapping the Journey
For children and young people, there is an existing pathway, called “Mapping the
Journey for Children and Young People with possible ASD”. This is currently under
review. Our intention is to develop an All-age Pathway, which will set out a
multiagency approach to:
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Diagnostic processes
Health
Education
Transitions
Adult Education
Employment
Support Provision
Self-Directed Support
(Indicator 3, 6, 8 and 9)
6
How has our local Plan been developed?
Our local Plan has been developed as a result of partnership working between
people on the Autism Spectrum, families, carers and professionals. This has
involved:
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North Lanarkshire Council (NLC)
NHS Lanarkshire (NHSL)
HOPE for Autism
One Stop Shop For Autism (Lanarkshire)
Skills Development Scotland (SDS)
Partnership working has ensured that the views and needs of people on the Autism
Spectrum, family members and carers are an integral part of our local Plan. It is
recognised that the local Plan will develop and change over time as we respond to
changing views and needs. The local Plan should influence local policy development.
(Indicator 1)
Children and Young People
Within NLC, Learning and Leisure Services, a strategy group exists to support
children and young people on the Autism Spectrum and their families. This
demonstrates the commitment of Learning and Leisure, Early Years and Childcare
and Community Learning and Development to support these children and young
people. Their strategy document is currently under review and will feed into the local
Plan. (Indicator 1)
Continuous Improvement
Within educational establishments, self-evaluation of the quality of learning and
teaching and support for all pupils is well embedded. To support good practice for
children and young people on the Autism Spectrum in all establishments and identify
standards (key features) that should be present ‘How good is our provision for pupils
with Language and Communication Difficulties?’ has been developed and is out for
consultation. (Indicator 10)
Staff Development
Within Learning and Leisure Services a strategic multiagency approach to delivery of
training opportunities has been taken to improve the knowledge and skills of those
who work with and support children and young people in all NLC establishments.
(Indicator 2, 4 and 8)
IT Developments
The Getting It Right for Children and Young People with ASD Strategy Group is
developing an online resource site for education and NHSL staff to allow for easy
access to useful and practical information and resources relating to ASD to support
their professional development and practice. (Indicator 2 and 3)
7
Transitions
All children and young people go through transitions in their education. Planning is
required to ensure continuity and progression between stages, breaks in education or
a change in circumstances.
Since Autism impacts on children and young people in different ways it is important
that we tailor supports to the needs of the individual, and not make general provision
for all children and young people with a diagnosis such as Autism.
A diagnosis helps to inform the assessment process. However further information is
required to ensure that support will be appropriate and proportionate to individual
needs. The duration of such support will vary accordingly to the needs of the
individual child or young person and their situation.
Managing transitions often involves a higher number of professionals; hence the
process of planning has to outline the ways in which professionals will work together
to meet the needs of the child or young person on the Autism Spectrum at every
stage of their transition. (Indicator 8)
Transition: Leaving School
Each young person on the Autism Spectrum who requires support will already be
known to Education, Health Services and Skills Development Scotland (SDS) and
may have identified links with one or more of the following:
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Community resources
Mainstream employers
Local support organisations
Statutory bodies
Supported employment services.
Throughout transition, the need for an effective approach is critical in ensuring
children and young people get the support that is right for them, to promote
friendships and ensure that opportunities within their communities are identified and
social inclusion achieved. (Indicator 7)
Partner organisations work together to track each person's outcomes, this helps to
inform local arrangements and support strategies so that the best use of existing
resources and a sustainable approach to promoting inclusion is achieved.
(Indicator 5 and 7)
There is a Transition Team in place who have responsibility for co-ordinating
information in relation to all young people who have a Disability. The team works
within a multiagency framework to ensure that Education, Social Work, Health staff
and any other engaged agencies are involved in the planning with the young person
and his or her family.
(Indicator 1, 6, 8 and 9)
8
Support for Adults
NLC Social Work Services has a prioritisation framework for meeting assessed
needs. There are many more needs than the resources available to meet those
needs. As a result, a decision has to be made as to which needs should receive the
greatest priority. This is done by assessing risk if needs are not met in four
categories. These categories refer to assessed needs and not to people. Not all of a
person’s needs fall into the same category (some needs may be a higher priority than
others).
Risk
Priority
Critical
1
Significant
2
Moderate
3
NLC will meet Priority 3 needs where resources allow.
Low
4
NLC are unable to meet Priority 4 needs but will provide
advice to see if needs can be met in other ways.
If needs fall into Priority 1 or 2, the person will be
eligible for support.
‘Getting it Right for Children and Young People with ASD’ Strategy Group
NLC Learning and Leisure Services host this multiagency ASD specific Strategy
Group which began in 2009. Representatives of Learning and Leisure Services, NHS
Lanarkshire (Allied Health Professionals), Social Work Resources and HOPE for
Autism meet to ensure that the needs of children, young people and their families are
reflected and incorporated within local planning and policies. Consideration is given
to the Scottish Strategy for Autism.
(Indicator 1)
The above group has been working on a range of initiatives to support several of the
indicators within the Scottish Strategy for Autism, which include staff development,
multiagency delivery of training, online resources, ASD awareness raising in the
wider community, self-evaluation, audit of numbers of children and young people with
ASD in NLC provisions, transition guidelines and resources.
(Indicator 2, 4, 5, 7, 8 and 10)
9
Information and Signposting
For some people on the Autism Spectrum access to good information, knowledge
and signposting may be all that is required to help progress or achieve outcomes. For
others, pro-active and /or preventative approaches may be sufficient to ensure that
outcomes can be achieved. Where these approaches are not enough, more formal
access to information, knowledge or signposting opportunities may be required.
Information, signposting, pro-active or preventative work or individual resourcing
when necessary, are all in keeping with the Scottish Strategy for Autism, which
highlights that when support is required to help achieve outcomes, people may ‘need
to be supported by a wide range of services such as social care, education, housing,
employment and other community based services. A holistic, joined up approach is
necessary.’ (Scottish Strategy for Autism 2011)
Within North Lanarkshire local partnership working is already in place between Social
Work, Health, Learning and Leisure Services and Skills Development Scotland
alongside Third Sector partners – HOPE for Autism, YMCA, Partners in Play, One
Stop Shop for Autism and local employability initiatives.
(Indicator 2, 6 and 8)
When informal or personal networks are not enough, HOPE for Autism may be able
to assist. HOPE is a local organisation and registered charity that has been
successfully supporting people on the Autism Spectrum and their families in North
Lanarkshire for a number of years.
They aim to ensure that people can access information and knowledge, as well as
offering signposting to wider community supports and opportunities. HOPE has a
long standing history of raising awareness through community capacity building and
training, using their existing knowledge, skills and experience to influence and shape
change locally. HOPE’s knowledge of how Autism impacts on people and their family
life encourages a better understanding of the condition HOPE delivers a full
programme of events and activities that have been developed to assist people
currently marginalised through Autism. (Indicator 2, 3 and 4)
The Scottish Government has funded the Lanarkshire One Stop Shop for an agreed
initial period of two years to help progress the aims of the National Strategy for
Autism.
The Lanarkshire One Stop Shop is managed by Scottish Autism and offers
information and advice about Autism and the services available within Lanarkshire.
They offer a range of supports including a friendly advice line; scheduled drop in
sessions for information and signposting; 1:1 appointments with experienced staff; a
resource room with a library of information and materials; a social room with TV and
games console; and a quiet room. They have regular workshops on a variety of
topics. These can be accessed by anyone and topics are identified based on needs
identified by people accessing the service. They also provide professional
information sharing sessions to encourage linked up working across Lanarkshire.
They offer social opportunities which focus on building specific skills or filling specific
gaps. The service covers both North and South Lanarkshire and caters for children
and adults on the Autism Spectrum. (Indicator 2, 3 and 4)
10
Employment Opportunities
Where appropriate, people on the Autism Spectrum should be able to access
mainstream employment in the same way as anyone else. However, more supported
options can be explored where necessary. Where more specific information or
guidance is required there is a range of employability initiatives locally. There are
good partnership arrangements in place within these initiatives and willingness to link
and share further knowledge, but it is recognised that these should be further
developed and enhanced. (Indicator 9)
Career information, advice and guidance to assist young people with decisions about
their learning and career is available, whether making choices at school, furthering
education, entering training or trying to get a job. This applies equally to people on
the Autism Spectrum who are seeking employment.
Existing opportunities and community links will be developed through a wide range of
organisations including:
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Skills Development Scotland (SDS)
Health Services
Learning and Leisure Services, Community Learning and Development,
Locality Hubs
More Choices, More Chances and Routes to Work
Local Voluntary sector organisations, local Community Groups and interest
groups, The Green Gym
Social Work Resources
Supported employment
Employer partnerships
Enable in partnership with Learning and Leisure Services
Individual Support and Self Directed Support
Where individual support is necessary to achieve outcomes, this should be tailored to
each person, with as little, or as much, support as is necessary to enable and
empower the person to meet their outcomes.
NLC has well established Self Directed Support arrangements in place. Where
necessary, people on the Autism Spectrum including children and young people can
use an individual budget to think and plan creatively about how to achieve agreed
outcomes. (Indicator 7 and 8)
11
Scottish Strategy for Autism: Ten indicators for current best practice in the
provision of effective Autism Spectrum Disorder (ASD) services
In developing our local Plan we have drawn upon the ten indicators for current best
practice within the National Autism Strategy which states that:
ASD Provision should include:
1. A local Autism Strategy developed in co-operation with people across the
Autism Spectrum, carers and professionals, ensuring that the needs of people
with Autism Spectrum Disorder and carers are reflected and incorporated within
local policies and plans.
2. Access to training and development to inform staff and improve the
understanding amongst professionals about ASD.
3. A process for ensuring a means of easy access to useful and practical
information about ASD and local action for stakeholders to improve
communication.
4. An ASD Training Plan to improve the knowledge and skills of those who work
with people who have ASD, to ensure that people with ASD are properly
supported by trained staff.
5. A process for data collection which improves the reporting of how many people
with ASD are receiving services and informs the planning of these services.
6. A multi agency care pathway for assessment, diagnosis and intervention to
improve support for people with ASD and remove barriers.
7. A framework and process for seeking stakeholder feedback to inform service
improvement and encourage engagement.
8. Services that can demonstrate that service delivery is multi agency in focus and
coordinated effectively to target meeting the needs of people with ASD.
9. Clear multi agency procedures and plans which are in place to support
individuals through major transitions at each important life-stage.
10. A self-evaluation framework to ensure best practice implementation and
monitoring.
12
Indicator 1
A Local Autism Strategy developed in co-operation with people across the
Autism Spectrum, carers and professionals, ensuring that the needs of people
with Autism Spectrum Disorder and carers are reflected and incorporated
within local policies and plans.
Prior to the development of this local Plan, there was no local all-age strategy or plan
for children, young people and adults on the Autism Spectrum.
What does exist locally is a NL strategy for children and young people on the Autism
Spectrum, and a young people’s pathway called ‘Mapping the Journey for Children
and Young People with Possible ASD’ is also in place. These were developed in
consultation with parents and professionals.
All of the organisations involved in developing the local Plan recognise the
importance of full involvement of people on the Autism Spectrum, parents and carers.
Our local Plan is being developed as a partnership between people on the Autism
Spectrum, families, carers and professionals.
Our aim is to develop the ‘Mapping the Journey for Children and Young People with
Possible ASD’ into an All-age Pathway. Existing good practice in partnership
working, multiagency working, and engagement with people on the Autism Spectrum,
family members and carers will be strengthened through the development of the Allage Pathway which will detail information around:

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Diagnostic processes
Interventions
Resources
Supports
Transitions
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Education
Health
Adulthood
Work
Self -Directed Support
Ensuring that the needs of people on the Autism Spectrum and carers are reflected
and incorporated within this All-age Pathway and that in turn, the All-age Pathway
can help inform any other local policies and plans that may have an impact on people
on the Autism Spectrum. The local Plan will be revised in response to feedback from
professionals, people on the Autism Spectrum and carers through individual reviews,
service reviews, evaluation and any other appropriate means.
Action:
1. Review and extend ‘Mapping the Journey for Children and Young People with
Possible ASD’ into an All-age Pathway.
2. Review ‘Getting it Right for Children and Young People with ASD Strategy’ and
include within the All-age Pathway.
3. Develop links with NHSL to allow for developments from the NHSL Action Plan to
link in with the All-age Pathway.
4. Develop steering group arrangements that reflect the lifelong nature of the Allage Pathway.
13
Indicator 2
Access to training and development to inform staff and improve the
understanding amongst professionals about ASD.
All of the organisations involved in developing the Local Plan have well established
multiagency training and development opportunities in place to inform staff and
improve the understanding amongst professionals about ASD, or have access to
such opportunities through links with each other.
The range of training is generally described as being.

General Autism Awareness

Specific Autism Training

Detailed Training (e.g. Complex, Forensic)
This approach is sometimes described as “tiered training” but the basic principle is
that professionals, staff, parents and carers can access the level of training and
development that is most appropriate to their needs. This will result in an increase in
knowledgeable and skilled staff who will continue to focus on person centred
outcomes, but who will also have knowledge of how Autism impacts on the person
that they are supporting.
Multiagency training is also provided to the community on a wider basis.
All of the partner organisations regularly review their training materials to ensure that
they remain relevant to needs and up to date.
Action:
1. Development of a single training calendar which details tiered training
opportunities.
14
Indicator 3
A process for ensuring a means of easy access to useful and practical
information about ASD and local action for stakeholders to improve
communication.
A range of local organisations offer information, guidance, signposting or
advice regarding ASD. Some of these organisations are statutory bodies such as
NHS Lanarkshire and North Lanarkshire Council, whilst others are voluntary
agencies. All of the organisations supporting the development of the local Plan are
working together to try and ensure that there is easy access to useful and practical
information about ASD. The development of the All-age Pathway will help strengthen
existing links and multiagency working.
Each organisation is already responsible for its own information and for engaging
with the people it serves. Feedback from people using the service is used to help
inform any updates and service developments.
Action:
1. Local agreement is required to ensure that information is readily available and
signposted between agencies and organisations involved in supporting people on
the Autism Spectrum.
15
Indicator 4
An ASD Training Plan to improve the knowledge and skills of those who work
with people who have ASD, to ensure that people with ASD are properly
supported by trained staff.
As stated with reference to Indicator 2, all of the organisations involved in developing
the
local
Plan
have
well
established
multiagency
training
and
development opportunities in place to inform staff and improve the understanding
amongst professionals about ASD, or have access to such opportunities through
links with each other.
Staff have access to a range of development opportunities. Opportunities include:

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Specific training programme in place for nursery and school staff
Introductory Course – Post Graduate Support for Learning
Whole nursery/school awareness raising – Autistic Spectrum Disorder
Support and advice for individual key workers and teachers in respect of
individual children and young people
Psychological Services, support to all establishments
Specific training opportunities in respect of issues such as:
o managing behaviour
o sensory needs
o self-harm
o sleeping
o eating
o mental health
o social stories
Planning for additional support needs
Co-ordinated support planning
Additional Support for Learning legislation
Getting It Right For Every Child (GIRFEC)
College courses – Support for Learning and Autism, at H.N.C. and H.N.D.
level
Autism related events and conferences
University accredited modular programmes leading to Post Graduate
qualifications.
Internal Organisational Training
However, this does not exist as one specific ASD training plan as organisations
arrange and deliver training to suit the needs of the people they support and / or their
staff. However, it is clearly beneficial for those who work with people on the Autism
Spectrum to have knowledge and insight regarding the person that they support,
including how the person’s Autism impacts upon them. This is in keeping with an
individualised approach to any support arrangements.
Action:
1. Development of a single training Calendar which will provide signposting to all
training opportunities.
16
Indicator 5
A process for data collection which improves the reporting of how many
people with ASD are receiving services and informs planning of these services.
Many of the partner organisations involved in developing the local Plan have a
process for data collection which improves the reporting of how many people on the
Autism Spectrum are receiving services and informs planning of these services.
Current examples include:
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Audit information around children and young people in NLC establishments is
fed into ASN sub group which has links to the Children’s Services
Partnership. (Quantitative data collected.)
HOPE for Autism maintains records of who accesses their services and
resources (Children, young people and adults with ASD). The range of
services provided by HOPE develops in response to user feedback.
One Stop Shop maintains records of who accesses their services (Children,
young people and adults with ASD) and tailors planning and training
accordingly.
However, it is recognised that data collection is disjointed at present.
Action:
1. Further work is required to:
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Agree a core data set that agencies/ organisations can use to collect
meaningful quantitative data
Consider ways of capturing the users experience and qualitative data
Consider ways to share data with partners, challenges with systems that talk
to each other
Ensure that data is collected and shared between agencies/organisations to
support planning
The local Plan will highlight this and recommend that this work is undertaken locally.
17
Indicator 6
A multi-agency care pathway for assessment, diagnosis and intervention to
improve the support for people with ASD and remove barriers.
The extension of the current ‘Mapping the Journey for Children and Young People
with Possible ASD’ requires to be:


Updated in light of the changes to the local diagnostic services for children
and young people.
Extended to encompass the journey for children, young people and adults.
The involvement of parents, family members, carers and people on the Autism
Spectrum in the development of the extended All-age Pathway will meet the aims of
this Indicator, as well as other best practice indicators. The development of this clear
pathway will show clear links to:
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Diagnostic processes
Interventions
Resources
Supports
Transitions
Education
Health
Adulthood
Work
Self - Directed Support
Support, when support is needed
HOPE for Autism, around information and signposting
One Stop Shop, around information and signposting
and will be integral to our local Plan. Any local policy or plan that has relevance to
people on the Autism Spectrum, family members or carers, will feed into the All-age
Pathway.
Action:
1. Develop the All-age Pathway.
18
Indicator 7
A Framework and process for seeking feedback to inform service improvement
and encourage engagement.
All of the agencies involved in the local Plan have processes for seeking feedback to
inform service improvement and encourage engagement, for example:

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Parent representation through HOPE for Autism on ‘Getting it Right for
Children and Young People with ASD Strategy Group’.
Child, young person and parent views sought through all planning processes,
(for example: Getting It Right for Every Child (GIRFEC) and ASL legislation).
One Stop Shop has advocacy groups, parent and carer group, social media,
evaluations and surveys.
Local Carer representative groups and user groups are engaged partners in policy
locally, and the views of people on the Autism Spectrum and carers and family
members are used to inform local service improvement, encourage engagement and
ultimately to help shape and inform policy locally. The local Plan will ultimately be
informed by feedback through the wider consultation process.
Action:
1. The local Plan will evolve in response to feedback from people on the Autism
Spectrum, families and carers and professionals.
19
Indicator 8
Services that can demonstrate that service delivery is multi-agency in focus
and co-ordinated effectively to target meeting the needs of people with ASD.
All of the local partners work in partnership to deliver a multiagency approach that is
co-ordinated effectively to target and meet the needs of people on the Autism
Spectrum.
Current examples include:

For children and young people, NLC Learning and Leisure, Housing and
Social Work, NHSL, Police, SDS and voluntary sector organisations are
embedding GIRFEC which clearly supports an integrated approach to
meeting the needs of children and young people. Wellbeing underpins
assessment and planning and shows evidence of multiagency working.

HOPE and the One Stop Shop have links with Education, Social Work, Health
and voluntary organisations.

Parents, carers, family members and people on the Autism Spectrum were
fully involved in the development of the existing ‘Mapping the Journey for
Children and Young People with Possible ASD’. Similar involvement will be
an integral part of the development of the All-age Pathway.

People on the Autism Spectrum can access individual budgets, where
appropriate, to enable them to achieve their outcomes.

Individual reviews, personal feedback, service audits, quality assurance
mechanisms and evaluation will also help inform how well services are
being co-ordinated effectively to target meeting the needs of people on the
Autism Spectrum.
Action:
1. Develop the All-age Pathway.
2. Engage missing partners in the development of the All-age Pathway e.g. Police.
20
Indicator 9
Clear multiagency procedures and plans which are in place to support
individuals through major transitions at each important life stage.
A range of multiagency procedures and plans are in place locally including:

Education (Additional Support for Learning) (Scotland) Act 2004, 2009.
Legislative guidance on all transitions from early years to leaving school.

NLC Transition Policy and Transition Framework: Early planning involves
early identification and intervention to begin at age 14 when initial planning for
transition to young adulthood starts. Discussion in school takes place
regarding the young person’s future choices and changes and provides the
opportunity for information sharing. Co-ordination of any support, liaison and
planning is agreed between Health, Education, SDS, College, Social Work
and other providers as appropriate.

Clear information for young people and their families about the process of
transition which includes the provision of information on community support
services, benefit changes, relevant legislation, young person’s rights, SelfDirected Support and Guardianship as required.
Supports can include:

Advocacy Services to ensure that the young person’s voice is heard

Social Work Transition Team to track and monitor young people to ensure
they have positive destinations when they leave school.
Action:
1. From experience we are aware of a number of people between the ages of 18
and 25 whose outcomes have not been positive. Work will be undertaken within
our local Plan to consider these people whose situation is described as “NEET”
(Not in Employment, Education or Training). We will explore what went wrong for
these young people. This work will help to establish any learning to inform future
transitions.
21
Indicator 10
A Self Evaluation framework to ensure best practice implementation and
monitoring.
Individual reviews provide feedback on how well services are doing in relation to
enabling people to achieve their identified outcomes.
Existing services, whether statutory or voluntary sector, have internal self-evaluation
systems in place, for example:
Education has a self-evaluation framework ‘How Good is Our School’ and has
developed ‘How Good is Our Provision for pupils with Language and Communication
Difficulties?’ The 1st Draft is currently out for consultation. Within Education ASD
training courses are evaluated by Psychological Services.
Action:
1. As a starting point for self-evaluation we will use the 10 Indicators to map the
baseline position for all of the partners involved in the local Plan. Progress will be
tracked by each partner, through yearly self-evaluation to assess the extent to
which progress that has been made as well as identify what still needs to be
done.
2. Consideration will be given to the most appropriate mapping tools to assist with
this process.
22
Mapping the Journey for Children with Possible ASD: web links
The document ‘Mapping the Journey for Children and Young People with Possible
ASD’ can be accessed by following the web links below.
HOPE for Autism:
http://www.hopeforautism.org.uk/
Lanarkshire One Stop Shop:
http://www.scottishautism.org/family-and-professional-support/one-stop-shops/
If you are unable to access the web link and would like a hard copy of the document,
you can request one by writing to:
D Cunningham
Support for Learning Base
c/o Muirhouse Primary School
66 Barons Road
Motherwell
ML1 2NB
23
North Lanarkshire Autism Action Plan
Consultation Response Form
Please share your views on the draft of the North Lanarkshire Autism Action Plan,
(local Plan).
This is a valuable opportunity for people on the Autism Spectrum and their families to
help to ensure that the local Plan reflects their preferences and needs.
Responses are also being sought from services, organisations and community
groups.
We need your views to create the best possible local Plan and to ensure that it
includes the opinions of as many people as possible.
Please complete and remove this page and return to:
D Cunningham
Support for Learning Base
c/o Muirhouse Primary School
66 Barons Road
Motherwell
ML1 2NB
no later than 31st January 2014.
Please give us your feedback on the following:
The Background and Information, pages 2 -11
Liked
Don’t Like
What would you want changed or included?
The local Plan, pages 12 -21
Liked
Don’t Like
What would you want changed or included?
The local Plan is based on the 10 Indicators of Best Practice if you have
comments on any of the indicators state the Best Practice Indicator and what
you would change or want to be included.
Best Practice Number
I would want the following changed or included
Best Practice Number
I would want the following changed or included
Best Practice Number
I would want the following changed or included
Best Practice Number
I would want the following changed or included
Returned by:
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Designation:
Address:
Phone number:
Email address: