Ms Jacqueline Campbell:

I will answer that and Ms Kinross will come in on the education point. This is the issue and what has led to all of the work I mentioned about the specification for children and young people and what we are trying to mobilise around adults as well. You cannot separate a person into different pieces. What we have always done and what Deputy Buckley will no doubt find is that if you have a system, supports and services are set up and that is what you have. You can have this pathway and that pathway but it is not designed around the individual. That was the case in Scotland as well. There might be a mental health pathway and then you might have a pathway around learning disabilities, for example, that is more developed.

It is quite interesting because that issue of the joining up of autism with learning disabilities has been quite a controversial one in Scotland. For many of us - and I am talking about many of the autistic adults we work with who have come through this system - they were often told they should not receive support unless they had mental health issues or learning disabilities. Part of the reason why learning disability policy and autism policy were so separate for so long is down to that issue. They were seen as almost competing. We have moved a long way past those barriers and that is down to a lot of dedicated work with autistic people themselves, who often, and understandably, carry a lot of trauma from the experiences and lack of support they have had. There is a lot of distrust of systems and of local and national government because of those issues. We have had to work extremely hard with people to allow them to express that and to be able to move past it.

Certainly, that is the approach we would like to take in regard to adult neurodevelopmental pathways. As I said, the Minister has approved the report and the recommendations it contains. It is all about a move towards a single neurodevelopmental approach whereby somebody can ultimately receive the support they need when they need it, without having to identify with a specific condition, for example.

I might ask Ms Kinross to address the question about education.