2.2 Strengths and Challenges
2.2.1 Meeting the Rights of People with ASD in Education
The rights of all pupils in Scotland are respected under the UN Convention of the Rights of the Child (Scottish Government, 2007c). In 1996 the European Parliament adopted the Autism Charter as a written declaration of the rights of people with ASD. Existing guidance for schools emphasises the right of all pupils to be consulted on matters which affect them. Whilst the status of the Charter of Rights for People with Autism remains adopted as a written statement, rather than enacted, there are particular items in the Charter that provide a helpful guide for schools, for example:
- The right of people with autism to lead independent and full lives to the limit of their potential.
- The right of people with autism to an accessible, unbiased and accurate clinical diagnosis and assessment.
- The right of people with autism to accessible and appropriate education.
- The right of people with autism (and their representatives) to be involved in all decisions affecting their future; the wishes of the individual must be, as far as possible, ascertained and respected.
- The right of people with autism to the equipment, assistance and support services necessary to live a fully productive life with dignity and independence.
- The right of access of people with autism (and their representatives) to all information contained in their personal, medical, psychological, psychiatric and educational records.
From the written declaration adopted by European Parliament 1996
The "Education, (Additional Support for Learning) (Scotland) Act 2004 strengthens the rights of children with additional support needs and their parents to have their needs identified and addressed effectively and for children to have their views taken into account in that process and in discussing, monitoring and evaluating their learning" (Scottish Government, 2007c). Meeting rights means recognising diversity by taking account of the nature of ASD and in particular acknowledging the need for reasonable adjustments to enable the participation of children and young people with ASD in education.
2.2.2 Strengths and Challenges
Vermeulen (2001) offers an interesting comparison between typical thinkers and those with ASD citing a range of strengths in "autistic thinking". Strong points include analytical thinking, an eye for detail and a tendency to be logical. In some contexts these aspects may be viewed as disadvantageous however with the support of empathic and creative teaching such skills can be used to promote achievement. It can be very helpful to view the impact of ASD in this way. By beginning to identify differences in thinking and processing teachers can be more responsive and creative in terms of differentiating approaches and resources to increase accessibility to the curriculum for learners on the spectrum. Vermeulen illustrates that the range of strengths in thinking can lead to original, artistic and creative outcomes. This is clearly reflected in the variety of artwork and literature people on the spectrum generate.
It is therefore important to move beyond a view that the characteristics of individuals on the spectrum always result in challenge and or impairment. This does not mean that the needs of individuals should be overlooked but that there should be equal emphasis on the identification of skills, talents and abilities regardless of how diverse they may be or how difficult they are to identify.
Curriculum for Excellence (Scottish Government, 2008b, p.17) advocates "All children and young people should experience personalisation and choice within their curriculum, including identifying and planning for opportunities for personal achievement in a range of different contexts. This implies taking an interest in learners as individuals, with their own talents and interests." Scottish school pupils have a right to be consulted on all matters which affect them.
Example 1 - Pupil involvement in all matters which affect them
A primary pupil demonstrated a strong fear of going to the doctor. This had a huge impact on both himself and his family, as trips to the doctor were extremely stressful and avoided whenever possible. Through discussion with his parents and school staff it was agreed that the Early Childhood Practitioner ( ECP) would work with the pupil to devise a programme which aimed to reduce his level of anxiety in these situations. The pupil was fully involved in planning out the small steps in this programme and the ECP worked closely with the GP practice. Activities in the programme included role play, sharing stories about the doctor, playing with real objects, social stories, trips to the surgery, talking to the receptionist, making appointments, talking to the GP, and finally, attending an appointment. After two weeks of daily activities the pupil was happily visiting the GP surgery and continues to do so one year on. |
It is recognised that this can be testing for staff who may feel they have insufficient insight into ASD to be able to make an accurate judgement. However drawing on and applying advice from the "Assessment" section of the toolbox will increase confidence and encourage staff to engage with pupils in a way that allows their abilities as well as needs and rights to be recognised.