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СЛУЖБИ ЗА СОЦИЈАЛНА ЗАШТИТА ВО АНГЛИЈА ЗА ДЕЦА И ВОЗРАСНИ КОИ СЕ ЗАБОЛЕНИ ОД РАЗНОВИДНИ ФОРМИ НА АУТИЗАМ И НИВНИТЕ СЕМЕЈСТВА Дејвид ПРИС Универзитет во Бирмингам, Велика Британија/Совет на областа Нортамптоншир, Велика Британија SOCIAL CARE SUPPORT SERVICES IN ENGLAND FOR CHILDREN AND ADULTS WITH AUTISM SPECTRUM DISORDERS AND THEIR FAMILIES David PREECE University of Birmingham, UK/Northamptonshire County Council, UK UDK: 364-:159.973-05(120) UDK: 364-:159.973-05(120) Резиме AbstractВо оваа статија се елаборира потребата од поддршка за специјална социјална заштита за индивидуите со различен спектар на аутис­тички нарушувања (САН) и нивните се­мејства. Акцентот е ставен врз развојот на услу­гите за оваа група лица во Англија, а осо­бено на услугите во Нортамптоншир, област со 650.000 жители каде што со коор­диниран пристап на мултислужбите се даде при­донес кон развојот на сервисите. Иден­ти­фи­кувани се главните предизвици со кои се соочува Англија во однос на поддрш­ката за социјалната заштита за оваа група. This article discusses the need for specialist social care support for individuals with autism spectrum disorders (ASD) and their families. It outlines how services for this group have been developed in England, making particular reference to services in Northamptonshire, a local government area with a population of 650,000, where a coordinated multiagency approach has been beneficial to service development. The major challenges that remain in England with regard to social care support for this group are identified. Клучни зборови: аутизам, поддршка, услуги, социјална заштита. Key words: autism, support, services, social care. Адреса за кореспонденција: Coresponding Address:Дејвид ПРИС David PREECEУниверзитет во Бирмингам, Велика Британија Совет на областа Нортамптоншир, Велика Британијаe-mail: D.Preece@bham.ac.uk Dpreece@northamptonshire.gov.uk University of Birmingham, UK / Northamptonshire County Council, UKe-mail: D.Preece@bham.ac.uk /Dpreece@northamptonshire.gov.uk

Following extensive research at a company in the printing industry, management is concluded to have operated in an unimaginative way towards the introduction of new technology. Conversely, recent publications on the subject have emphasised its flexibility, and the extent to which there is some degree of choice inherent in the redesign of work in such circumstances. Moreover, workers may also resist managerial changes — especially those which attempt to deskill their jobs — at the point of production.

Obitelji koje žive s poremećajem iz spektra autizma suočavaju se s mnogim izazovima koji ne utječu samo na dijete s tim poremećajem i njegov razvoj, već i na funkcioniranje obitelji i kvalitetu njezina života. Edukacija roditelja o poremećaju iz spektra autizma identificirana je kao prioritetna intervencija u području ove problematike, kako na nacionalnoj, tako i na međunarodnoj razini. Dok je, s jedne strane, literature o osposobljavanju (treningu) roditelja u okviru specifičnih terapijskih pristupa opsežna, pretragom baza podataka pronašli smo svega 12 članaka koji izvještavaju o istraživanjima edukacije roditelja. Ukupno gledajući, ta istraživanja pokazuju pozitivne učinke edukacije roditelja: ona može doprinjeti redukciji stresa i anksioznosti, boljem nošenju s teškoćama, poboljšanju interakcija i komunikacije između roditelja i djeteta, boljem razumijevanju poremećaja iz spektra autizma, učinkovitosti, povjerenju i poboljšanju kvalitete života roditelja. Razmatraju se četiri ključne teme: utjecaj, provedba, sadržaj i lokalna/kulturna sporna pitanja edukacije roditelja, a također i slabosti i teškoće zamijećene u dosadašnjim istraživanjima, kao i potreba za daljnjim istraživanjima na području ovih intervencija.

This article reflects on how the first author has adapted aspects of the TEACCH structured teaching approach — developed for use with students with autism — in her work with students with multiple disabilities and visual impairment (MDVI) in a special secondary school for students with severe learning difficulties in England. A brief overview of the TEACCH approach and its distinctive components (physical structure, schedules, work systems and visual structure) is presented; and the reasons why and the ways in which aspects of structured teaching have been adapted and used with regard to three students (at different points on the MDVI 'spectrum') are described. The article identifies the impact on the students and on the first author's teaching of using this approach during the past three years, together with the limitations and problems encountered. The article is written from the first author's perspective throughout.

The article distinguishes between leaders and leadership on the one hand, and leader and leadership development on the other. It then explores a particular mode of leadership development, based upon membership of the UK Academy of Chief Executives (ACE). Semi-structured interviews, documentary analysis, and participant observation were used to study the experiences and obtain the views of members of the North East England branch of the ACE. It is argued that leadership development has often been equated with leader development, with the resulting focus upon the individual, as against attending to the social, political, collective and other contexts of action and meaning. Social capital theory, following Day (2000), is drawn upon in order to help conceptualize and apply leadership development in context, where the emphasis is upon understanding and building relationships and networks, coordinating activities, and developing commitments.

'Structured Teaching', as advocated by the TEACCH approach (Treatment and Education of Autistic and related Communication handicapped CHildren) is widely used to promote independence and facilitate teaching and learning for individuals with autistic spectrum disorders (ASD). Key principles underpinning the approach include assessment and individualisation. As a result Structured Teaching is a flexible approach which can be adapted to meet a variety of individual needs, regardless of the age or cognitive ability of the learner. The components of Structured Teaching, physical structure, schedules, work systems and visual structure, combine to provide structure that is tailor-made for the individual. For those with sensory impairments, assessment of preferred sensory modalities enables us to develop a 'multi-sensory approach to Structured Teaching'. This paper reflects upon acknowledged practice of the approach for individuals with ASD and its potential use for those with a visual impairment, with the intention of stimulating further discussion.

Autism affects over 2% of the school population in England. Education has proven to be an effective intervention strategy that improves the quality of life of children with autism and their families. However, governmental austerity policies have increased disadvantage in coastal areas of England with a detrimental impact on people with disabilities. This qualitative study explored the lives of families living with autism in rural coastal England. Mothers, fathers, grandparents and young people from 21 families living with autism in West Norfolk and Cornwall shared their experience through semi-structured interviews that were conducted in early 2019. Families identified positive and negative aspects of living in these areas, including barriers preventing access to and inclusion in education. Barriers were related to poor infrastructure, sparse specialised services (resulting in diagnostic delay and difficulties), limited autism awareness, lack of trained professionals, and the impact of austerity across health, social care and education. Families' struggles are amplified by the intersectionality of (a) autism-specific needs, (b) physical distance and small-community life related to rurality and (c) the seasonal and peripheral nature of coastal life. Access to education for children with autism in rural coastal areas of England could be improved by acknowledging and addressing the intersecting factors intensifying their marginalisation.

The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research, the paper then presents an overview of the postgraduate WBL programmes offered by three English universities. There follows a presentation and analysis of the views of teaching staff and managers with respect to the operation of these programmes. A number of benefits were identified, including flexibility, student career development, and student's enhanced influence over the learning process and content. A number of problems were also identified, including a lack of awareness of, interest in, and resistance to the programmes on the behalf of the wider university academic community.