review the results of our proposals to improve the treatment of autistic people under the Mental Health Act and issue our response in summer 2021 We will have achieved the targets we set out in the NHS Long Term Plan for reductions in the number of autistic people and people with a learning disability who are mental health inpatients by 2024. We are also seeking to modernise the Mental Health Act and will bring forward changes which would mean that autistic people are only admitted to inpatient mental health settings if absolutely necessary. These changes would mean that autism alone is no longer a lawful basis for ongoing detention in inpatient care and would enable people in inpatient care to be discharged as soon as they are well enough to leave. To succeed in improving autistic people’s and their families’ lives we will need to work collaboratively to implement these actions across national and local government, the NHS, the education system, the criminal and youth justice systems, and with autistic people and their families. We will refresh our national governance arrangements to ensure government, delivery partners and other organisations responsible for implementing actions set out in the implementation plan are held to account on progress. 2. Our roadmap for the next 5 years How we will make our vision a reality

www.hstoday.us/subject-matter-areas/transportation/u-k-seeks-ct-citizens-as-counter-terrorism-training-is-made-publicly-available/As COVID-19 restrictions ease, we will be able to continue making our Jobcentre network more welcoming and supportive to autistic customers. We will continue to upskill staff and increase the number of Disability Employment Advisers to support our Work Coaches. We are also looking at ways of adapting physical spaces and ways of working to better support autistic people. We will be taking this forward through our Health Model Offices, which are Jobcentres that provide more intensive support to disabled people and test innovative approaches to disability employment support. In addition, we will continue to promote the Autism Centre for Research on Employment’s (ACRE) free Autism Employment Profiling Service, which went live in October 2020 and enables Jobcentres to signpost and provide appropriate support to autistic people without a learning disability. Since 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. carry out a new anti-bullying programme in schools, to improve the wellbeing of children and young people in schools, including those who are autistic 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. 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

A growing number of children and young people are being diagnosed as autistic, with special educational needs data suggesting that 1.8% of all pupils in England now have an autism diagnosis. In spite of this, we know that many autistic children and young people are still having poor experiences within school, are not reaching their potential and are struggling in the transition to adult life. The APPGA’s The Autism Act, 10 Years On report showed that autistic children and young people often find it difficult to get the help they need at school due to poor understanding of autism among education staff. It also highlighted that less than 5 in 10 were confident about supporting autistic children and young people, and this can result in missed opportunities to help children reach their potential or prevent children’s needs or distressed behaviour from escalating. To improve transitions into adulthood, we will continue our work to ensure education staff have the skills required to support autistic young people during this time. That is why we are including transitions as a topic within our programme of school and college workforce training and development on SEND. As part of this work, we are ensuring that preparation for adulthood is discussed much earlier in young people’s school careers to ensure that they are given appropriate information, advice and guidance. In chapter 9, we set out the enablers we will need to work on in the first year to drive forward progress on the actions in this strategy. This includes improving autism data collection and reporting across government, which will be important in determining our progress towards our vision for 2026. In addition, we are committing to improve research on the barriers people face and the interventions that work for autistic people. The implementation plan (Annex A) sets out the actions we will take within the first year of the strategy. The actions we commit to will lay the foundations for what we aim to achieve over the course of the next 5 years. We will refresh this plan for subsequent years, in line with future Spending Review rounds. Please list any fees and grants from, employment by, consultancy for, shared ownership in or any close relationship with, at any time over the preceding 36 months, any organisation whose interests may be affected by the publication of the response. Please also list any non-financial associations or interests (personal, professional, political, institutional, religious or other) that a reasonable reader would want to know about in relation to the submitted work. This pertains to all the authors of the piece, their spouses or partners.

We know that frontline criminal and youth justice staff’s understanding of autism and wider neurodiversity issues needs to improve. Based on findings from the Neurodiversity call for evidence, we will develop a training toolkit for frontline staff on neurodiversity and the additional support people might need. We will also take steps to specifically upskill staff across the criminal and youth justice systems on autism, including prison staff, to help ensure autistic people receive the additional or adjusted support they may need. To this end, we will introduce an autism-specific session as part of the new prison staff ‘Custody and Detention’ apprenticeship, which will be undertaken by all new prison officers, in England and Wales. We will also consider autistic prisoners’ needs in the development of improved safety training for prison st We will set measures of success for each of the priority areas in the strategy to make sure we can effectively monitor progress in year one and beyond, being clear about what we expect to achieve by 2026. This is important in knowing and demonstrating that we are making a difference to autistic people and their families’ lives. By the end of this strategy, we want life to be fundamentally better for autistic people, their families and carers. We want to be able to demonstrate that we have transformed autistic people and their families’ lives by: Improving understanding and acceptance of autism within society