Special Interest Groups (SIGs) are a group of individuals who have come together to further a particular topic of interest in scholarship, intervention development, or to promote a particular scholarly agenda within the society. SIGs provide an excellent way for members from all over the world to become involved based on their specific interests. SIGs typically form to develop, promote, and enhance the study of a particular topic or the treatment of a particular population, however SIGs can also be formed to help groups of members who may require special attention within the association, such as the Student SIG. ACBS has more than 40 Special Interest Groups.

improving autistic children and young people’s access to education, and supporting positive transitions into adulthoodSince the last autism strategy was published, new challenges have also emerged for autistic people, as has our understanding of the barriers people face across their lives. We have seen the number of people identified as being autistic in inpatient mental health services increase, and now know more about the scale of the life expectancy gap for autistic people, which is we know is approximately 16 years compared to the general population. 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 By the end of the strategy, we will have also delivered significant improvements to the provision and quality of community support, including social care, mental health and housing support. This will prevent more autistic people from reaching crisis point. For autistic people who really need care in inpatient settings, we want to show this is of high quality, therapeutic and tailored to their needs, and as close to home as possible. Hayes, S. C. (2004). Acceptance and Commitment Therapy and the new behavior therapies: Mindfulness, acceptance and relationship. In S. C. Hayes, V. M. Follette, & M. Linehan (Eds.), Mindfulness and acceptance: Expanding the cognitive behavioral tradition (pp. 1-29). New York: Guilford.

We update this guide regularly to make sure it has an updated list of the best resources in print and on the web. By the end of the strategy, we will have made demonstrable progress on reducing diagnosis waiting times and improving diagnostic pathways for children, young people and adults across the country. Autistic people will be able to access a high quality and timely diagnosis, as well as the support they need following diagnosis. We will have also made progress on improving early identification of autism, so more children and young people can get the support they need at an early age.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

The introduction of the Autism Act 2009 was ground-breaking because it was the first disability-specific piece of legislation in England. Over the decade since its inception, it has resulted in improvements in support for autistic adults across the country, and greater awareness of autism in society. However, we know that more still needs to be done to improve autistic people’s lives.fund an expansion of an early identification pilot programme, which involves health and education professionals working together in schools to assess children who may be autistic or have other special educational needs This is a list of ACT resources put together for the ACBS Developing Nations Committee specifically targeted to LAMIC practitioners, but useful for all. To improve employer confidence, we will continue to engage with employers through the Disability Confident Scheme. This provides advice and support to employers, and to promote the skills, talents and abilities of autistic people, as well as other disabled people. In recognition of the specific need to improve employer understanding of autism, we are currently holding webinars focused specifically on supporting autistic people in the workplace. We will also shortly publish the response to the Health is Everyone’s Business consultation, which looked at ways to support disabled people and people with long term health conditions at work. This response will discuss employer needs, including information and advice on health and disability that is easier to find and act upon, with design work this year to develop an improved support offer for employers. The Education (Scotland) Act 1980 describes the role of Education Authorities. It also outlines the rights and duties of parents. United Nations Convention on the Rights of the Child To save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account.