Autism and Learning Disability Training

Marion Fellows Excerpts

Tuesday 21st November 2023 Westminster Hall

[Marion Fellows (Motherwell and Wishaw) (SNP)]

It is a pleasure to serve under your chairmanship, Mr Vickers. I congratulate the hon. Member for Gosport (Dame Caroline Dinenage) on securing this important debate.

I have a personal interest in this subject. Many years ago, as a reasonably experienced further education lecturer, I was faced with a young man who was severely autistic, and I did not know what to do. Things have changed a bit since those days. Like the hon. Member for Darlington (Peter Gibson), I have undertaken autism training. It is important that we get an awareness of autism into the general public as well as schools. It was difficult to listen to some of the stories told by the hon. Member for Worsley and Eccles South (Barbara Keeley), because we all know that it happens, although none of us want it to happen anywhere.

In their recent programme for government, the Scottish Government have outlined their commitment to work with teachers to provide additional professional learning opportunities while seeking to build on the additional support for learning plan. I was a member of the Education Committee when I first came here, and I often think that it is easier to make big changes in a small country such as Scotland, with one main type of school—local authority schools—than it is to make them in England, which has many varieties of schools and a number of local authorities involved.

The Scottish Government are proud—as am I—of their investment in education. It is important that every pupil gets the best education possible for them. That is why in Scotland there is a national neurodevelopment specification for children and young people. It is based on the Scottish Government’s “Getting it right for every child”—GIRFEC—approach, which I have talked about in this place before. It is important that the same kind of education is given across the piece. The neurodevelopment specification makes it clear that support should be in place to meet the child or young person’s requirements when they need it, rather than depending on a formal diagnosis. That is particularly important. Parents often know what is best for their child, no matter which part of the United Kingdom they live in.

The Scottish Government’s additional support for learning legislation clearly places education authorities under duties to identify, provide for and review the support needs of their pupils. In 2021, the Scottish Government published the Autism in Schools action plan, and the majority of its actions are complete. Several of the actions, such as the funding of professional learning resources like the autism toolbox, are intended to be ongoing, to reflect best practice and current research in the area. The Scottish Government have outlined their commitment to work with teachers to provide additional professional learning opportunities while seeking to build on the additional support plan for learning.

It is really important that autistic pupils and those with other learning difficulties are treated equitably with others in their class. It is also important that not just teachers are involved in training when it comes to autism. In Scotland, a pupil support staff working group listens to pupil support workers in schools, who are often the staff who deal the most with autistic children. It is important that they have the training as well.

[Julian Smith]

Does the hon. Lady agree that it is about not just teaching support but dinner and food providers, janitors and other staff? Everybody who interacts with a child at a school should be able to deal with whatever part of the spectrum the child is on.

[Marion Fellows]

I absolutely agree with the right hon. Gentleman. Raising autism awareness is so important across the spectrum, but especially in a school, where there should be a nurturing and welcoming environment for all pupils. The teaching standards in Scotland are set by the General Teaching Council, which requires teachers to be able to identify and respond appropriately to pupils with difficulties in or barriers to learning. In 2021, professional standards included a specific recognition of additional support needs, which is really important. Teachers cannot now be registered without that.

I referred earlier to my experience, which was really difficult, because I was presented with a young autistic man who was accompanied by a care worker, and I had no idea what to do. Things have changed in the intervening years. One thing worth mentioning is that the other students in my class really benefited after a year of this young man being with them. They became much more aware and supportive of him. It is important that all autistic children are allowed in the mainstream, where appropriate. Mainstream pupils and students learn as much as the autistic person.

[Julian Smith]

On the point of different children in mainstream education and how to deal with autistic children, along with the challenges that many autistic children face, they also have a huge opportunity, through the many aspects of neurodiversity that provide them with the ability to excel. Does the hon. Lady agree that it is critical to stress the positives as well as the challenges they face?

[Marion Fellows]

Yes. I find it strange to be so much in agreement with a Member from the Government side, but in this instance I am absolutely in agreement. I was in a school on Friday talking to fifth and sixth-year pupils. At the very end, a young lady came up and said, “I am autistic and want to know what you are going to do about this. Do you know about this particular society?” I had never heard of it, but I took that on board. I felt real pride and pleasure in the fact that she was able to use her autism as a way to approach her MP and was very proud of the fact that she was autistic. She knew more about the subject than I did—[Interruption.] Mr Vickers, I acknowledge your hand signal; I am going to wind up my speech.

It is really important that money is spent in schools to good effect, which is why I am proud that Scotland spends more per pupil than anywhere else in the UK. The Government need to look at training for teachers in England—that is what this debate is about—and support workers. Perhaps they should look at what they can learn from the Scottish example.