Hansard

I begin by thanking my friend Mark McDonald for initiating the debate today to mark the first schools autism awareness week.

Mark McDonald’s contribution is, of course, entirely consistent with the tremendous work that he has done to raise the profile of issues around autism throughout his time as a member of this Scottish Parliament. I want to thank him for that work. He highlighted very clearly the importance of ensuring that autism is better understood in our schools, something that I agree with entirely.

I thank those other members who have contributed to the debate this evening. They have all done so with a genuine interest in raising awareness of autism in schools, and they have all highlighted the importance of doing so. Christian Allard finished very eloquently on the point that we want to create a people-friendly environment in Scotland. That, of course, has to include those with a diagnosis of autism.

I hope that members will forgive me if I focus in particular on Dr Milne’s contribution. She has confirmed that that was not her last contribution in this Parliament. However, I rather suspect that it will be the last contribution that she makes in a debate that I will be taking part in with her. It is opportune for me to remark on that fact in advance of her retirement.

I am disappointed that she will not be able to take part in the Scottish Parliament onesie Wednesday that I think that we should hold in future, although she will, of course, be very welcome if she brings any produce for the bake sale that we can have. I wish her the very best for the future as she moves on to the next chapter in her life.

I thank the National Autistic Society for the work that it undertakes in general, but I highlight schools autism awareness week. I was very pleased to meet members of the society last week along with Mark McDonald. I am hugely impressed by their on-going commitment to supporting people with autism. That is a commitment that has spanned two decades; this is their 20th anniversary, which I think that we should remark upon.

As part of the discussion that I had with the society and Mr McDonald last week, we touched on the suggestion that there may be a cross-party group on autism, pending the results of the election and so on. Clearly, the establishment of any cross-party group is not a matter for the Government, but I can say that if any such cross-party group is established we, as a Government, would be very willing to engage with it.

The resources that have been produced for schools as part of the schools autism awareness week are fantastic. I very much hope that teachers and pupils across Scotland enjoy taking part to raise awareness of autism. I am delighted to hear that there has been such a high uptake from schools. That is very encouraging indeed.

The Government is committed to improving the lives of people with autism. In 2011 we launched the Scottish strategy for autism. We are now halfway through that 10-year strategy, and although I would be the first to concede that there is still much to be achieved, we have come some way towards ensuring that people with autism are better able to participate in all aspects of the community and society in which they live, work and socialise. It is essential that work associated with the strategy improves the outcomes of individuals with autism, as I set out in yesterday’s members’ business debate on Hamilton Academical Football Club’s community work, which includes a group to support families and carers of a person with autism.

Our priorities for people with such a diagnosis are for them to have a healthy life, choice and control, independence and active citizenship, just as we would wish for all Scotland’s citizens. We want to contribute to the people-friendly environment that Christian Allard spoke of.

Today we are marking schools autism awareness week. I am delighted that the autism toolbox, which is funded by the Scottish Government, is being used in schools across Scotland. As Mark McDonald set out, the toolbox aims to support the inclusion of children and young people with autism in mainstream education services right across Scotland. The resource provides case studies from Scottish schools that can be translated and used by others. The autism toolbox demonstrates some of the positive work that is going on across the country to support autistic children at school.

The Government has a clear ambition for all Scotland’s children and young people. We want them to get the most from the learning opportunities that are available, so that they can flourish in learning, work and life. Through getting it right for every child and curriculum for excellence, that ambition can be achieved.

An important part of our approach is the recognition that all young people, whether or not they have autism, are different. Our approach is to enable young people to maximise their capabilities, and we recognise that sometimes additional support may be required. The Education (Additional Support for Learning) (Scotland) Act 2004 provided the framework for the provision of support for learning in Scotland and aims to ensure that all children and young people are provided with the necessary support to help them work towards their full potential. It promotes collaborative working among all professionals who support children and young people.

We know that parents and carers are the most important and influential people in their children’s lives. When they are involved in their children’s education, everyone benefits, which is why we want all parents and carers to be equal partners in that education. Curriculum for excellence provides teachers with the flexibility and freedom to adapt teaching practice to meet learners’ individual needs. We want all children in Scotland to have the support that they need, regardless of their circumstances.

That is why the Scottish Government has invited the national parent forum of Scotland to lead a review of the Scottish Schools (Parental Involvement) Act 2006. The review activity will begin shortly, and it is vital that parents of children with autism are supported to take part in the work.

We want all children to be happy and to reach their full potential. I am sure that we all remember what it was like to be a young person who was trying to find their way in life. For young people with additional support needs, that can be more challenging. Young people with autism often tell us that a lack of understanding of their condition can be one of the biggest challenges that they face at school. At an event last week that the National Autistic Society organised, many young people spoke about what it is like to have autism and how other people’s attitudes make them feel. Such young people want to be understood and accepted for who they are.

That reinforces the importance of ensuring that all children are aware of autism. I hope that schools autism awareness week results in greater awareness, understanding and sensitivity towards children and young people who are coping with autism. All those who have an interest in the area—and that must surely be all of us—can work collectively to that end.