Ms Suzanne Kinross:

On early intervention in education of younger children, this can include nursery age as well as primary school age. We looked towards what others were doing and found a social communication, emotional regulation and transactional support, SCERTS, model. It was pioneered in the US, and the founder presents to our educational practitioners quite regularly. We have now educated more than 4,000 younger and early years teachers in the use of this model. It is also used in England, Australia and various other places. If the committee has not heard of it, I can send members some information on it.

Through our national autism implementation team, we have a specific education channel. It will bring together teachers throughout local authorities to take the courses and it sends out resources to help apply that. It is a very child-centred approach but it gives teachers tools to recognise issues and work with the children on their terms. It is not force-fitting children into a way of behaviour but seeing what adaptations can be made around the child and in his or her environment to allow him or her to participate in education in a more effective way. That is something we are pioneering to tackle those early years.