Anti-bullying week: new research finds two-thirds of parents report bullying

It’s anti-bullying week this week, and new research has highlighted the extent to which bullying is a real and distressing part of the lives of young people with ASD.

The survey was carried out by author and campaigner Anna Kennedy. Anna has two sons, one with autism and one with Asperger syndrome, and after being turned away by a staggering 26 special schools she took matters into her own hands and founded her own school, Hillingdon Manor in Middlesex.

The survey was conducted online and generated over 900 responses from people affected by ASD including parents, carers and teachers. Disturbingly, 61% of parents reported that their child had been bullied at school because of their ASD, and of those 73% said the school had either ignored the problem or handled it poorly. The vast majority of parents – 93% – said that their child’s educational progress had been seriously affected by the bullying.

Commenting on the survey results, Anna said “I believe this is a national scandal … I urge the Government not to ignore this problem because it is not going away and is getting worse. We must increase the number of special needs schools or facilities within mainstream establishments if we are going to tackle it effectively.” She stressed that bullying can lead to further problems later on in life, adding “If we don’t do something now we will face much higher costs in the future when we have to care for those with ASC”.

Our own Great Expectations campaign has highlighted the need for better autism awareness in schools – staff need a good understanding of the issues young people with autism face, including their vulnerability to bullying. Our own survey also found that one in three young people would like their peers to have a better understanding of autism.

ChildLine has been working with Anna Kennedy to develop some new resources for its website. Children with autism, or those who have friends or family with the condition, can now access information and support online. Find the site at http://www.childline.org.uk/Explore/Life/Pages/Autism.aspx. Anna Kennedy’s own website, http://www.annakennedy.com/, also offers a range of advice for families affected by autism.

New report from AET adds weight to NAS Great Expectations campaign

The National Autistic Society has welcomed a new report from the Autism Education Trust (AET) which calls for more ‘flexibility’ in the education of young people with autism.

The study consulted adults and children with autism, parents and education professionals via focus groups and interviews, and concluded that schools need to “aim higher for their students with autism”.

The report highlighted the central importance of involving and consulting with young people with autism about their progress and aspirations.

The study also talked about the need for teachers to combine the National Curriculum with training in social and independent living skills, and calls for written guidance from the Department for Education to help make sure this happens.

Many young people in the study felt that more time spent discussing their diagnosis would help them feel more comfortable in social settings, which could help reduce bullying.

The report also calls for better communication amongst members of staff, and for an “autism expert” to be available in schools. This expert would be able to provide better support for children with autism, and also be consulted on issues such as exclusion.

The findings add weight  to the key demands from our Great Expectations campaign, including a need to improve teachers’ understanding of autism, and to support young people socially as well as academically.

Speaking at our event at the recent Conservative Party Conference, Debbie Waters a parent of two children with autism told us she’d felt forced to choose between an educated child and a happy child – which was “no choice to make”.

In order to provide the best possible outcomes for young people with autism, both academically and emotionally, it’s clear that schools need to be ensure that they are looking at all of a child’s needs

You can read the full report from the AET at http://www.autismeducationtrust.org.uk/resources/outcomes.aspx

New Education Bill

The new Education Bill is expected to be published on 20th January.

The Government has said that the Bill will:

• provide schools with the freedoms to deliver an excellent education in the way they see fit.
• reform Ofsted and other accountability frameworks to ensure that head teachers are held properly accountable for the core educational goals of attainment and closing the gap between rich and poor.
• introduce a slimmer curriculum giving more space for teachers to decide how to teach.
• introduce a reading test for 6 year olds to make sure that young children are learning and to identify problems early.
• give teachers and head teachers the powers to improve behaviour and tackle bullying.
• expect standards across the education sector to rise through the creation of more Academies and giving more freedom to head teachers and teachers. We will also ensure that money follows pupils, and introduce a ‘pupil premium’ so that more money follows the poorest pupils.

The National Autistic Society will be particularly looking at any sections of the Bill on behaviour and will be arguing that any changes to legislation or policy on behaviour needs to take into account the specific needs of children with autism.

We also believe that the reading test at age 6 needs to be reconsidered and a different test introduced so that special educational needs including autism can be identified at an earlier stage.

We will report on more details of the Bill when it is published.

Let us know in the box below what you think of the expected reforms.

The Importance of Teaching – Education White Paper

As reported earlier on this site, the Government has published its plans for reform of the education system in a “White Paper” called The Importance of Teaching.

More details on reform to the system for children with Special Educational Needs (SEN) will be available in the SEN Green Paper expected later this year or early next year.

However, the following proposals in the White Paper also have implications for children with autism:

·        Reforms to teacher training

·        Proposals on discipline, behaviour and bullying

·        Changes to exclusion policies and Independent Appeal Panels

·        Admissions and the role of local authorities

·        Special school academies

Teacher training

As the name of the White Paper suggests, the Government places high importance on getting teacher training right. The White Paper highlights the importance of ensuring teachers know how to support children with SEN and says that more details will be in the forthcoming Green Paper.

The National Autistic Society is campaigning for every teacher to have training in autism. We also believe that teachers should be able to access expertise and advice from autism specialists when they need it.

Discipline, behaviour and bullying

The Government is intending to produce shorter and clearer guidance on the ability of teachers to use force and discipline children outside of school. Teachers will be given greater discretion in these areas.

The National Autistic Society will be working to make sure that the needs of children with autism are looked at carefully in that guidance.

Addressing bullying, and particularly prejudiced based bullying, is to become a Government priority. To address this, Government guidance will be simplified and Ofsted will be asked to report on successful approaches to tackling bullying.

We are pleased that the Government wants to focus on prejudiced based bullying, as we know that children with autism are often targeted by bullies. We will be working with Government on bullying guidance.

Exclusions

We have previously expressed concerns about the Conservative Party’s proposals to get rid of Independent Appeal Panels for exclusions. We welcome the White Paper’s recognition that it is important that these Panels remain independent.

However, we note that the Government intends to take away the power from these panels to reinstate an excluded pupil from a school. We would welcome wider views on this. Please comment below.

We welcome the Government’s plans to pilot a new approach to exclusions where a school is responsible for arranging and funding alternative provision for an excluded child.

27% of children with autism are excluded from school at least once, compared with 4% of other children. It is essential that alternative and appropriate provision is found for children with autism, following exclusion.

Admissions and the role of local authorities

Local authorities and the School Adjudicator will continue to have a role in ensuring the coordination of admissions arrangements and fairness, including for academies. The Government will also simplify the Admissions Code, but will continue to apply the principle of fair admissions for Looked After Children and pupils with a statement of SEN.

The National Autistic Society will be watching reforms to the Admissions Code with interest. We have particular concerns about admissions for those without a Statement.

Local Authorities  will continue to have responsibility for disabled children and those with SEN. However, as funding is increasingly delegated to academies, they will increasingly move to a strategic commissioning and oversight role. They will of course continue to fund provision for pupils with a statement of SEN.

Where a local authority has significant concerns about an Academy or Free School in relation to these issues, it will be able to ask Ofsted to inspect the school.

Special school academies

The academies programme will be expanded to include special schools, with the application process open in January 2011 and the potential for special school academies to open from September 2011. The Green Paper on SEN and Disability will consider the issues raised specifically around special schools academies in more detail.

If you have any comments about these proposals, do comment below.