Learning Act: An Acceptance and Commitment Therapy Skills Training Manual: An Acceptance & Commitment Therapy Skills-Training Manual for Therapists

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The SENCO may also be required to act as the lead practitioner for multi-agency early help assessments. This might involve leading the assessment, co-ordinating support services and advocating for the child and family (DfE, 2018). As a society, we’ve come a long way since the landmark 2009 Autism Act. We’ve never had a greater public awareness of hidden disabilities like autism. That awareness is increasingly reflected in how our country is run, from the NHS to local government services. To succeed in improving autistic people’s and their families’ lives we will need to work collaboratively to implement these actions across national and local government, the NHS, the education system, the criminal and youth justice systems, and with autistic people and their families. We will refresh our national governance arrangements to ensure government, delivery partners and other organisations responsible for implementing actions set out in the implementation plan are held to account on progress. 2. Our roadmap for the next 5 years How we will make our vision a reality We want education settings to provide better and more inclusive support to autistic children and young people so that autistic people are better able to achieve their potential. We want more teachers and educational staff to understand the specific needs of their autistic pupils, ensuring that more school placements can be sustained. We also want to demonstrate that more autistic children have had their needs identified early on and that they are having positive experiences in education settings. Get the information you need with our range of specialist training and resources for teachers, schools and colleges.

Use the ACT Core-Competency Self-Rating Assessment. This form can help to guide you to areas where you might need more work. Try it out! The United Nations Convention on the Rights of the Child came into UK law in 1992. It is an international statement Children's rights. Standards in Scotland's Schools Act 2000

The NSPCC

Improving autistic children and young people’s access to education, and supporting positive transitions into adulthood In addition, we want to ensure that autistic people can get the adaptations or extra support they need while in work, or to get into work. As government, we will lead the way in becoming a more autism-inclusive employer by expanding our Autism Exchange Internship Programme, which is aimed at providing more autistic people with experience of working in the Civil Service. We will also begin to collect data on the number of autistic people working in our departments to understand further improvements we may n take action to strengthen and promote pathways to employment, such as Supported Internships, Traineeships and apprenticeships, and work to support all local areas to develop Supported Employment Forums providing accessible education on topics such as keeping safe, sex and relationships and online safety

Join the ACT for the Public listserv for generally collegial conversations about ACT. ACBS members are encouraged to join the ACT for Professionals listservbecause you can easily discuss ACT relevant issues there or get almost any question answered from the thousands of members who belong. The full list of ACT-relevant listservs can be accessed here. Welsh Government (2020) Additional learning needs transformation programme: introduction. [Accessed 21/01/2021]. SCORM: If you intend to deliver the ACT Awareness e-learning course using your own learning management system (LMS) then we can supply a SCORM 1.2 compliant file. 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 disabilitiesTo improve transitions into adulthood, we will continue our work to ensure education staff have the skills required to support autistic young people during this time. That is why we are including transitions as a topic within our programme of school and college workforce training and development on SEND. As part of this work, we are ensuring that preparation for adulthood is discussed much earlier in young people’s school careers to ensure that they are given appropriate information, advice and guidance. The tremendous dedication of thought and care Luoma, Hayes, and Walser infused into this second edition of Learning ACT is evident in the breadth and depth of every chapter. Their labor of love resulted in a preeminent and indispensable guide for novice and advanced ACT practitioners alike. Especially valuable are the fifty core competency exercises that stimulate experiential engagement. The chapter on adapting ACT to cultural contexts makes this a cutting-edge treatment for individuals from every walk of life who want to move in valued directions while welcoming all their thoughts and feelings.” Whether it’s delivering world-class education for everyone, reducing diagnosis waiting times, or supporting autistic people with training and employment, this strategy sets out the real steps we’re going to take over the next five years. These are steps I know will make a difference and help all autistic people across England lead the full and happy lives they deserve.

Moreover, we have been able to transform society’s awareness of autism, as an estimated 99.5% of the public have heard of autism according to the National Autistic Society ( The Autism Act, Ten Years On), which is so important in autistic people being able to feel included as part of their community.Find out more about how you can protect d/Deaf and disabled children from abuse Available resources Safeguarding self-assessment tool Schools need to be aware of the additional vulnerabilities of some children, including children with special educational needs and disabilities (SEND), and your policies and procedures should ensure that all children get the support they need. In addition, we resumed our ‘it’s everyone’s journey’ campaign on the 25 May 2021, which is aimed at helping the public to be more mindful of passengers, including those who are autistic, and the challenges they may face when using transport. As we move out of restrictions, we will support disabled people returning to the transport system by ensuring that rules around face covering exemptions are well understood, that the decision to carry an exemptions card is entirely a matter for individuals, and that people should be supported not to feel uncomfortable or intimidated where they do not wear a face covering, or are unable to socially distance. We will take action to support children with SEND, including autistic children and young people in schools, as we move out of COVID-19 restrictions over the academic year 2021 to 2022. So far, we have published a range of guidance to support remote education, including specific support for children and young people with SEND. We recognise that some autistic children and young people have benefitted from access to remote learning which can be personalised and accessed flexibly and we will continue to personalise support for individuals as we move into recovery. We have also provided a hub of guidance and resources for families, teachers and other professionals aimed at supporting autistic children and young people during COVID-19. Our commitments in the first year ACT Awareness e-learning is a counter-terrorism (CT) awareness e-learning programme designed for all UK based companies and organisations and available freely to the public.