Laura Crane, Jade Davies, Anne Fritz, Sarah O’Brien, Alison Worsley, Maria Ashworth and Anna Remington (2021)
https://doi.org/10.1111/1467-8578.12372
🔍 This paper gauges the insights of staff in special schools. The findings highlight that time constraints and a lack of effective methods for engaging autistic pupils hinder the proper implementation of the Act’s principles. Participants called for greater investment in staff training, more flexibility in schools, and better vocational opportunities for autistic young people with additional learning needs.
Alongside two further studies, what becomes overwhelmingly clear is the chasm between policy and lived experiences. While the Children and Families Act aimed to offer a radically different system for children and young people with SEND, stakeholders feel much more needs to be done.
It is essential that future policies put the experiences and needs of key stakeholders (especially autistic individuals) at the forefront.