1. The term inclusion is used to describe an entitlement to education and support for all
individuals with a disability within the mainstream of provision. It is a major plank of
government policy at European level.
2. Inclusion differs from mainstreaming' or integration' in that the latter terms describe
participation of disabled individuals when it is able to be demonstrated that they are able
to benefit and that the mainstream setting will not be adversely affected by their presence
within it.
4. The development of policy around these ideas has largely reflected ideology rather than
individual need. Segregation in large institutions has largely ceased and there has largely
been an opening of the way for greater community presence and participation. There are
however concerns that some individuals and their families have been seriously
disadvantaged as a result of poorly resourced alternatives or the dilution of specialised
expertise. In short, services have been based more on dogma than the needs of the
disabled person.
5. Autism-Europe has been involved with advocacy on behalf of children and adults with
autism and their families since 1985. It promotes good practice in the fields of education
and educational approaches, in medical treatment and provision for the residential,
support and vocational needs of adults.
6. Autism-Europe strongly advocates experiences for individuals with autism which will
maximise their opportunities as citizens regardless of the nature and degree of their
disability. These include an entitlement to education, support and freedom from abuse or
exploitation. Autism-Europe believes that each individual with autism should receive such
services and support within the mainstream of public provision unless this conflicts with
their individual needs and requirements.
AE EYPD 2003 09/01
2. Inclusion in the mainstream should be based on entitlement, not privilege and reflect the
best interests and individual need of each person. Reasonable adjustments should be
expected within educational or other facilities to provide better access and sustainable
participation and benefit. The Policy of Inclusion should never be used to deny any
service to any individual or to provide symbolic or token services which may give the
illusion of provision whilst in reality denying opportunity.
3. The policy of inclusion must essentially ensure that appropriate learning or other positive
experiences take place. It is not simply about where' an individual is educated or
receives services or support; it is about its quality and relevance.
5. The policy of inclusion does not replace the need for sensitive, individual planning. This is
particularly so in the case of complex individuals whose needs are especially difficult to
accommodate in mainstream settings or who find such settings distressing.
Dependendo do tipo de apoio que o seu filho / a sua filha necessite, deve normalmente
contactar o departamento de servios sociais da sua rea (na Esccia, os servios de
trabalho sociais), se ele /ela precisar de apoio suplementar em casa; a escola do seu
filho / da sua filha ou a Autoridade de Educao Local (Local Education Authority
[LEA]), se ele /ela precisar de apoio suplementar na escola; ou ambos.
Educao
O seu filho / a sua filha pode at j estar a receber apoio suplementar na escola, mas
se no estiver e se voc ou os professores acharem que ele / ela necessita desse apoio,
pode ser-lhe efectuada uma avaliao das necessidades.
A funo dos servios sociais prestar apoio e ajuda s pessoas para que vivam de
forma mais independente. As crianas portadoras de deficincia tm o direito a que
lhes seja efectuada uma avaliao das necessidades por parte do departamento de
servios sociais da sua rea.
Na sequncia de uma avaliao das necessidades, pode ter direito a uma variedade de
servios prestados pelo departamento de servios sociais da sua rea. Estes podem
incluir:
Uma avaliao das necessidades deveria ser um processo simples, mas na realidade
pode vir a verificar que o departamento de servios sociais da sua rea no oferece
todos os servios de que necessita, ou que discorda da opinio deles relativamente ao
nvel de apoio de que o seu filho / a sua filha precisa.
Se o departamento de servios sociais da sua rea no puder oferecer-lhe certos
servios, esse departamento dever entrar em contacto com outras agncias e
questionar se estas o podero fazer. Em alternativa, pode-lhe ser atribudo um Direct
Payment (Pagamento Directo), que pode utilizar para conseguir os servios para o seu
filho / a sua filha.
Existem outros servios que podero ser benficos para as crianas com autismo, mas
que geralmente no so prestados pelos servios sociais:
Grupos sociais
Para descobrir se existem grupos sociais na sua rea, telefone para a nossa
Autism Helpline (Linha de Apoio ao Autismo) ou visite a nossa Autism
Services Directory (Lista de Servios para o Autismo),
www.autism.org.uk/directory
Se est a pedir sua autoridade local que efectue uma avaliao das necessidades do
seu filho / da sua filha, tambm pode pedir que lhe efectuem uma avaliao como
prestador(a) de cuidados; como resultado disto pode ser que tenha direito a ajuda
suplementar, tal como cuidado de descanso, assistncia para viajar, formao,
aconselhamento, ou ajuda ao domiclio. Isto vai depender das necessidades
identificadas pela sua autoridade local.
Pode ser que seja elegvel para Carers Allowance (Ajudas de custo para Prestadores
de Cuidados para mais informaes veja a parte dos Subsdios (Benefits).
Poder tambm usufruir dos servios de descanso (respite services) ou dos esquemas
de estabelecer amizade (befriending schemes) so ambos uma forma de permitir que
as famlias tenham umas mini-frias e que as crianas com autismo possam passear
com um voluntrio ou um auxiliar de apoio (support worker). Estes servios existem
em todo o Reino Unido e podem ser-lhe oferecidos como resultado da avaliao dos
servios sociais efectuada ao seu filho / sua filha.
Poder ser til s famlias de pessoas com autismo falar com outras pessoas em
situao idntica.
Alguns dos subsdios a que voc e o seu filho / a sua filha podem ter direito so:
Disability Living Allowance (DLA) (Subsdio de Subsistncia para Pessoas
Portadoras de Deficincia)
Carers Allowance (Subsdio para Prestadores de Cuidados)
Blue Badge car parking permits (Dstico Azul concesso de estacionamento
para Pessoas Portadoras de Deficincia)
Motability [do not translate Motability]
Child Tax Credit (Crdito Tributrio Adicional por filho)
Income Support (Apoio ao Rendimento)
Housing/Council Tax Benefit (Subsdio ao Arrendamento e ao Imposto
Camarrio)
Working Tax Credit (Crdito Tributrio Adicional para Famlias
Trabalhadoras).
No nosso stio web pode encontrar mais informaes sobre estes subsdios:
www.autism.org.uk/benefits
do nosso welfare rights service (servio de direitos sociais); telefone para 0845
070 4004 se pretender efectuar uma marcao para falar com o nosso
conselheiro (dispe de servio de interpretao).
do Citizens Advice Bureau da sua area dos profissionais que trabalham com o
seu filho / a sua filha e que podero tambm aconselh-lo(a) sobre o
preenchimento de partes em particular dos formulrios.
Comportamento
Devido s dificuldades por que passam, h crianas com autismo que podem parecer
comportar-se de forma inapropriada; outras podem revelar um comportamento
desafiador. Ambas as situaes podem ocorrer porque:
Pode ser til manter um dirio do comportamento (behaviour diary) para o/a
ajudar a identificar alguns dos factores que provocam o comportamento: a razo para
que tal acontea? Depois pode ser mais fcil de desenvolver um modo de lidar com o
comportamento.
Por exemplo, o seu filho / a sua filha fica sempre transtornado(a) num determinado
ambiente onde hajam luzes brilhantes ou um zumbido como barulho de fundo? Pode
ajudar, se puder, adaptando esse ambiente. Ele /ela no tem a certeza como reagir a
pessoas diferentes ou situaes sociais? Pode criar uma social story (histria
social), uma histria curta (frequentemente com imagens) que explica
antecipadamente quem que ele /ela vai conhecer ou o que vai acontecer, para que ele
/ela saiba com que contar.
Por vezes, pode no saber a razo pela qual o seu filho /a sua filha se est a comportar
de determinada maneira. Pode ser que um psiclogo, mdico ou professor lhe possa
prestar assistncia. O mais importante que se lembre que a culpa no sua, e que
pacincia em conjunto com uma atitude consistente podem ajudar mudana.
Trabalhe com o seu filho / a sua filha no sentido de estimular melhores meios
de comunicao, por exemplo, h aqueles que podem preferir utilizar imagens
visuais ou sign language (linguagem gestual) para comunicar o que
pretendem; outros tm uma boa compreenso da lngua, mas pode ser til se
quando falar utilizar frases curtas e directas, indicando o nome deles no incio
para que o seu filho / a sua filha o/a compreenda.
Planeie o dia do seu filho / da sua filha para que ele /ela saiba aquilo que vai
acontecer nesse dia e o que esperar. Pode organizar-lhe um horrio.
Pode encontrar uma maneira de canalizar parte do comportamento para formas
socialmente aceitveis. Por exemplo, se o seu filho / a sua filha gosta de bater
palmas alto, pode incentiv-lo(a) a tocar um instrumento como a bateria.
Se o seu filho / a sua filha est agitado(a) ou perturbado(a), procure um local
sossegado onde ele / ela possa acalmar.
Se sabe que h um objecto que pode ajudar o seu filho / a sua filha a acalmar,
como o brinquedo favorito dele / dela, mantenha-o por perto.
Pode existir uma soluo relativamente simples para um problema. Por
exemplo, se o seu filho / a sua filha no gostar de barulho nas aturas, pode dar-
lhe protectores para os ouvidos para que utilize quando for passear.
Exponha o seu filho / a sua filha lentamente a situaes que ele / ela ache
difceis. E quando ele / ela as enfrentar bem, pode recompens-lo(a) com
palavras de elogio, dando-lhe um dos seus brinquedos favoritos ou permitindo
que ele /ela faa algo de que gosta em particular.
Permita que durante um determinado perodo de tempo o seu filho / a sua filha
faa a actividade favorita dele / dela, dentro de um ambiente seguro, uma vez
que possvel que isto o/a acalme e descontraia.
Procure os conselhos de um mdico se achar que uma questo de sade pode
estar por detrs de dificuldades comportamentais.
O nosso stio web contm informaes que foram traduzidas para outros idiomas.
Visite www.autism.org.uk/languages
Distrbios do Espectro do Autismo (ASD)
Perguntas Freqentemente Feitas por
Provedores
Ateno passageira por um curto tempo para a maioria das atividades, ainda que
possa gastar um longo tempo enfocado em uma atividade de seu prprio
interesse.
A habilidade de s vezes parecer surda, ainda que oua sons distantes quando
so particularmente favoritos (caminho de sorvete, msica tema da TV,
publicidade).
A minha criana foi avaliada pelo BCW e a equipe tem uma preocupao
sobre a possibilidade de ASD. O BCW pagar por uma avaliao para
determinar se a minha criana tem ASD?
Quando a equipe do BCW determina que apropriado acompanhar um diagnstico,
ento a avaliao pode ser includa como um servio do BCW no Plano de Servio
Familiar Individualizado (IFSP) da criana. Isto significa que o programa
responsvel por providenciar o pagamento para este servio diagnstico. essencial
que quaisquer avaliaes diagnsticas sejam feitas em colaborao com o mdico
dos cuidados primrios da criana.
Uma interveno precoce pode curar os Distrbios do Espectro do
Autismo?
Quem qualificado para trabalhar com uma criana nova com ASD?
No h nenhuma credencial ou disciplina especfica que qualifique um indivduo para
trabalhar com uma criana com ASD. Ns descobrimos que a complexidade de
comportamentos e necessidades das crianas com ASD sempre requerem uma
equipe de indivduos que trabalhe com a famlia. A equipe pode incluir qualquer um ou
todos dos seguintes itens: um pedagogo que seja um especialista em interveno
precoce; um intervencionista precoce ou um assistente de intervencionista precoce;
um patologista da fala/linguagem; um terapeuta ocupacional; um psiclogo; e/ou um
trabalhador social. importante que os membros da equipe tenham treinamento e
experincia adequados no trabalho com crianas com ASD. Os nossos programas
freqentemente tero pessoal experiente como parte de um programa abrangente
para lidar com todos os componentes do plano familiar. Se o programa no tiver
pessoal experiente em uma estratgia ou tcnica especfica, o BCW ajudar na
identificao de consultores que possam providenciar ajuda tcnica ou treinamento ao
programa para a famlia.
Adaptado da Diretriz de Servios N 1, Connecticut do Nascimento aos Trs Anos: PDD/Autismo e Campos X
Defesa do Autismo no Distrito de Lane: Oregon: Um Manual para os Pais e Profissionais. Eugene. OU:
Universidade de Oregon: 1993. Tese.
With the contribution of the members of the Council of Administration of Autism Europe
1
BACKGROUND
The issue of the quality of services for persons with disabilities is high in the EU agenda. In April 2006 the EU Commission
adopted a Communication on Social Services of General Interest 1, taking the specific nature of social services into account at
European level and clarifying, to the extent that they are covered, the Community rules applicable to them.
Furthermore, the European Disability Action Plan 2006-20072 has established as a priority to promote access to quality support and
care services, considering that: " promoting quality, affordable and accessible social services and support to disabled people through
consolidated social protection and inclusion provisions will be at the core of EU mainstreaming actions Quality aspects of disability-
related social services will also be explored, including the need to promote coordinated delivery of services".
In this context, a thematic dialogue on SSGI to people with disabilities has been engaged by the Disability High Level Group, made
up of representatives of all the Members States under the Commission presidency, in order to explore in particular how relevant
quality aspects of disability-related social services can be taken into account, including the need to coordinate the delivery of services.
To this aim, the Disability High Level Group, has drawn up, with the collaboration of organisations representing people with disabilities,
providers of services to people with disabilities and stakeholders in the field, a document on the "Quality of the Social Services of
General Interest (SSGI) from the viewpoint of disability. This document has been largely inspired by the AE document on the
Quality of services for persons with ASD (2005). Its purpose is to provide guidance and inspiration on how to promote quality social
services addressing the particular needs of people with disabilities. It is addressed in particular to actors active in the areas of social
protection and social inclusion, including the Member States.
This paper is also to be considered in the context of the European Social Fund programming for 2007-2013, which includes a
priority on reinforcing social inclusion of people at disadvantage, including people with disabilities. The considerations in this paper
follow the principle of mainstreaming, which can be defined as the systematic consideration of the specific needs of people with
disabilities when designing social inclusion and social protection policies.
1
Communication from the European Commission "Implementing the Community Lisbon Programme: Social Services of General Interest in the
European Union COM(2006)177 final 26.04.2006
2
Communication from the European Commission on the situation of disabled people in the enlarged European Union COM (20005) 604 final
28.11.2005
2
1.B The Council of Europe
In 2006, the Committee of Ministers of the Council of Europe issued Recommendations to member states on its Action Plan
on disability to promote the rights and full participation of people with disabilities in society3. The Council of Europe Disability Action
Plan 2006-2015 is a plan that commits Member States to take action to ensure respect of human rights of disabled people across all
areas of life. It seeks to translate the aims of the Council of Europe with regard to human rights, non-discrimination, equal
opportunities, full citizenship and participation of people with disabilities into a European policy framework on disability.
The CoE Action Plan for Disability considers essential that all policies, services and actions be underpinned by high quality
standards People with disabilities should be the focal point of the services provided. Client satisfaction should be the primary
motivation for viable quality policies. It is vitally important that people with disabilities, the service users, should be active participants
in quality assurance and monitoring of services.
Training is also an essential element of quality service. This not only includes appropriate training for the personnel involved in service
delivery, both disability specific and mainstream services, but also for those who have a role in developing policies which affect the
lives of people with disabilities. Training should incorporate awareness of the human rights of people with disabilities.
2. The particular challenges in designing quality services for persons with ASD
ASD are developmental disorders ranking from severe to moderate, which inevitably result in a significant lifelong disability.
This means that persons with ASD need early, lifelong, qualified intervention, lifelong protection at different levels of help, lifelong
continuity of services and opportunities for inclusion in the community . The development of their unique potential, as well as their
quality of life, depend more on the availability of suitable, proper, qualified facilities than on the degree of individual impairment.
Services must support the development of the person from early childhood and their social inclusion in the community by providing
special education programmes as early as possible, lifelong training in functional areas such as communication and behaviour, social,
work and leisure skills, personal autonomy, and all the support needed for as independent as possible adult life in the community and
outside their families. Confronted by an uncertain future, the fears of their families could be dispelled by early planning in how to take
care of the child on a daily basis and for the rest of her/his life and depending upon the evolution of the child. The prospect of a
dignified future for the child in community-based residential services also provides the most effective emotional support for parents.
3
Recommendation Rec(2006)5, adopted by the Committee of Ministers on 5 April 2006.
3
This obviously calls for continuous lifelong services that are specific, rigorous, flexible yet consistent. This means also that
Quality of the services is not a secondary issue in ensuring the full enjoyment of human and fundamental rights to persons
with autism. The availability, reliability and quality of the support services can make the difference between a dignified, significant life
and dependency.
Like any other human being, a person with ASD wants to live a full, worthwhile life within their unique possibilities, to benefit from
opportunities to achieve independence and a good quality of life in terms of physical, emotional, social and material well being and
freedom from abuse or exploitation. In order to achieve their own potential and a meaningful, self-determined life as independently as
possible in due respect of human rights and individual freedom, persons with autism need consistent long-term, adequate
support.
specific intervention strategies, which are consequent to current, updated knowledge, to meet the specific needs ,
an environment that fosters communication and is adapted to prevent and minimize challenging behaviours,
ongoing dialogue with families to meet their needs and priorities in the respect of the best interest of the person with
ASD,
active participation of the families in the development, monitoring and review of individual plans.
In order to achieve these goals, services should provide specific, qualified intervention in stable and reliable structures that adopt :
quality standards related to the outcomes, in terms of enjoyment of human rights and quality of life of the users,
4
5
6
7
KEY GOALS KEY FEATURES QUALITY CRITERIA QUALITY INDICATORS
1. What are the pre- A. Availability Provisions and services Proportion of habilitation and education facilities and
conditions to be put in specifically designed for ASD support services (compared to the expected rate of
place by the persons with ASD)
social/health/education Proportion of residential services and sheltered units
systems to ensure the specifically designed for adults with ASD
rights of users with ASD
can be exercised in Range of educational provisions Proportion of education facilities for children and
practice? and services for ASD adults with ASD
special schools specifically designed for
children or adults with ASD included in the
education system
special classes specifically designed for
children or adults with ASD included in the in
the mainstream schools
ordinary educational establishments with
provisions for students with ASD
students with ASD included in the mainstream
school with qualified support
B. Accessibility Proximity of the services N of persons with ASD living in their community of
origin
Transparency of the waiting lists Rules defining the criteria for admission
8
KEY GOALS KEY FEATURES QUALITY CRITERIA QUALITY INDICATORS
D. Persistence of Range of provisions and services Proportion of facilities and services for pre-school.
the care for all ages children, school aged children, adolescents and
adults, including sheltered housing units adapted to
the needs of persons with ASD
2. What are re the E. Addressing Effective and ongoing functional N of persons with ASD
conditions to be put in general needs habilitation, education and in the open job market (with/without support)
place to ensure the vocational training programmes in sheltered workshops
needs of users with ASD living independently
are met?
Inclusion in the community N of persons with ASD in the mainstream school
Facilities located within the community
Small groups of users in the specialised facilities
Frequency of contacts with peers
N of users participating in leisure/sport activities in
the mainstream on a regular basis
Support to families
9
KEY FEATURES QUALITY CRITERIA QUALITY INDICATORS
F. Addressing ASD Reliable detection and diagnosis Adoption of internationally accredited instruments for
specific needs detection and diagnosis
10
KEY FEATURES QUALITY CRITERIA QUALITY INDICATORS
11
KEY GOALS KEY FEATURES QUALITY CRITERIA QUALITY INDICATORS
G. Addressing Correct use of medications Informed consent of the concerned person or of its
individual needs legal representatives when needed
3. What are the H. Active Active involvement the families in Timely communication of the diagnosis
conditions to be put in involvement of the diagnosis, assessment and Written information on the features of autism
place to ensure the users and their care Reliable checklists for the assessment of the
participation of the representatives individual development administered to families as
users with ASD and/or part of the individual assessment
their families and Detailed written report of the individual assessment
representatives can be timely provided to families
exercised in practice? Parent priorities and advice collected to draft the
individual programmes
Availability of parent training programmes
Parent training aimed to enable parents to deal with
the challenging behaviours
12
13
DSM IV-TR Critrio Diagnstico para o Transtorno Autista
A. Um total de seis (ou mais) itens do (1), (2) e (3), com no mnimo
dois do (1), e um de cada do (2) e (3):