Educational Provision for Pupils with Autistic Spectrum DisorderASD

Size: px
Start display at page:

Download "Educational Provision for Pupils with Autistic Spectrum DisorderASD"

Transcription

1 Educationa Provision for Pupis with Autistic Spectrum DisorderASD

2

3 TABLE OF CONTENTS Foreword 1 Introduction 3 Chapter 1 What is autism? 7 Triad of Impairments 8 The Causes 9 Spectrum Disorders 1 0 The Learning Stye in Individuas with ASDs 1 1 Chapter 2 Intervention approaches 15 Educationa Approaches 1 5 Communication Approaches 18 Interactive Approaches 1 9 Concusion 2 0 Chapter 3 Current educationa provision for pupis with autistic spectrum disorder 21 SECTION A: SPECIAL CLASSES IN MAINSTREAM SCHOOLS 21 The Estabishment of Specia Casses 2 1 Support Services 2 2 Funding 2 2 Referra and Enroment Poicies 23 Continuum of Provision 2 3 Curricuum 24 Integration 2 5 Professiona Deveopment 25 The Provision of Summer Programmes 2 6 Chaenges for the Schoo 2 9 SECTION B: PROVISION FOR PUPILS WITH AUTISM IN SPECIAL SCHOOLS 32 Resources 3 2 Referra 3 2 Pre-schoo Provision 3 3 Curricuum 3 3 Integration 3 4 Professiona Deveopment 34 Summer Provision 35 Schoo Administration 36 Future Chaenges 37 Chapter 4 The rationae for continuous educationa provision 39 Thinking and Learning 4 0 Concusion 4 1 Chapter 5 Continuous provision the chaenges 43 Impications of Court Judgements 4 4 The Emergence of Summer Programmes 45 Chapter 6 Concusions and recommendations 49 Nationa Poicy 49 Identification and Referra 50 A Continuum of Provision 51 Continuous Educationa Provision 53 Pupi/Teacher Ratio 54 Funding 5 4 Support Services 5 5 Professiona Deveopment 5 6 Curricuum 58 Concusion 5 9 APPENDIX 1 Specia casses in mainstream schoos 6 1 APPENDIX 2 Specia schoos with provision for autism 62 iii

4 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder APPENDIX 3 Laois Education Centre 6 3 APPENDIX 4 Congress Resoutions Congress Resoution BIBLIOGRAPHY 66 iv

5 v

6 Foreword Autism has been the subject of much recent debate, particuary given the recent Judgement in the Sinnott Case, the estabishment of the Task Force on Autism by the Minister for Education in 2001 and the growth in the number of pupis with autism in both mainstream and specia schoos. The Department of Education and Science has faciitated the estabishment of specia casses for chidren with autism in both mainstream and specia schoos and aso funded a number of private schoos providing an education based on the appied behavioura anaysis approach. Parents, in some cases, have aso insisted that their chidren with autism be fuy integrated into mainstream casses, creating additiona chaenges for cass teachers and principas in primary schoos. In the ight of these deveopments, the Centra Executive Committee of the INTO estabished a Sub-Committee on Autism to investigate a aspects of the subject. This report is the cumination of the work of the subcommittee. The organization woud ike to acknowedge the work of the subcommittee, whose members were as foows: Austin Corcoran Centra Executive Committee, Cathaoireach Mary Lay Centra Executive Committee Angea Dunne Centra Executive Committee Tish Bafe St. Joseph s Nationa Schoo, Newtownmountkennedy Ursua Cotter St. Joseph s Nationa Schoo, Newtownmountkennedy Jim McMonage Our Lady s BNS, Bainteer Siobhán Aen St. Gabrie s NS, Cork John Carro St. Peter s NS, Wakinstown Angea Leonard St. Pau s NS, Beaumont Marie Cantwe St. Pau s NS, Beaumont Ena Fitzpatrick Scoi Mhuire, Leixip Eamon Dunne Beechpark NS Rita Duffy Beechpark NS Tom O Suivan Assistant Genera Secretary 1

7 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder Maria McCarthy Press Officer Deirbhie Nic Craith Senior Officia The organization woud aso ike to record its appreciation of the work of Ms. Tish Bafe, who was commissioned to write Chapters One, Two and Four of the report. Our thanks is aso due to a the principas and teachers who competed the questionnaires which form the basis for Chapter Three of the report. Teachers openness and commitment to embracing the chaenges emerging from the increasing numbers of pupis with autism presenting in their cassrooms is a credit to the profession. Teachers have aways fought on behaf of our most vunerabe pupis particuary given the paucity of support services to assist them in their work and wi continue to give their energy and commitment to meeting the specia educationa needs of such pupis. This report, which cas for adequate resources, proper support services and continuous professiona deveopment opportunities, may be considered a vauabe addition to the organization s pubications in the area of specia education poicy. John Carr Genera Secretary September

8 Introduction It has ony been in recent years that chidren with Autism or Autistic Spectrum Disorder (ASD) have been recognised as a separate category for the purposes of providing specia education. Though the needs of chidren with Autism were addressed to some extent in the Specia Education Review Committee Report (SERC) (DES:1993),it appears that the prevaence of Autism was underestimated. It is aso cear that there was itte understanding of Autism at that time. Today, Autism is frequenty referred to as a spectrum disorder because it can range from reativey mid to profoundy handicapping. However, the SERC report recognised that no one type of educationa provision woud meet the needs of a chidren with Autism and that a continuum of provision shoud be avaiabe ranging from integration in mainstream schoo settings to enroment in specia schoos. At the time of the SERC report, there were no specia casses for chidren with Autism in mainstream schoos. In the main, chidren with Autism attended specia schoos for pupis with emotiona and behavioura disorders. In other specia schoos a teacher coud be empoyed for every six pupis with Autism (SERC 1993:142). Specia needs assistants coud be appointed to schoos and casses with chidren with Autism in accordance with the ratio recommended for pupis with severe and emotiona and behavioura disorders i.e. on the basis of one per cass. The aocation of specia needs assistants has increased since. It was aso recommended in the SERC report that additiona teaching support coud be provided to pupis with Autism enroed in mainstream schoos a minimum of five hours per week. The Department of Education at the time was not in a position to quantify the number of pupis with Autism in the education system. In addition to the Specia Schoos for pupis with emotiona and behaviour disorders, which have aways catered for pupis with Autism, there are now 80 specia casses for chidren with Autism in mainstream nationa schoos and 26 specia schoos with casses for pupis with Autism/Autistic Spectrum Disorder. There are aso many chidren who have been diagnosed with Autism who are fuy integrated into mainstream casses, though the tota number is unknown. The estabishment of the specia casses in recent years, in both mainstream and specia schoos, has mainy been in response to high 3

9 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder profie court cases taken by parents of chidren with Autism against the State, for faiing to provide appropriate education for their chidren. The most famous case has been that taken by Katheen Sinnott on behaf of her son James Sinnott. In his judgement in this case, Justice Barr appears to have taken the view that it is not sufficient for the State to discharge its constitutiona obigations in a positive manner (by responding when approached). Rather the State must be proactive when providing education to the particuar category of the chidren with disabiities. The State, as a resut of the Judgement, has a duty, therefore, not aone to devise a coherent poicy in respect of the provision of education to the chidren concerned, but equay importanty to ensure that the appropriate faciities and resources are made avaiabe to enabe earning to take pace. The findings of Justice Barr, who agreed with the findings of Justice O Hanon (1996), has ead to discussions pertaining to the type of education provision which shoud be avaiabe to chidren with Autism, and the extent of provision during the schoo year. These issues are considered further in Chapters four and five. The deveopment of recent poicy in the area of Specia Education has been very much infuenced by the SERC Report. However, the SERC Report did not adequatey address the needs of chidren with ASD. It is no surprise, therefore, that in the context of this poicy vacuum parents were initiating court cases to secure the educationa rights of their chidren. Recognising the ack of expertise in the area of Autism, within the Department of Education and Science, the Minister set up a Task Force on Autism in October 2000, to report on current poicy and practice. The Report of the Task Force was pubished in March The Department aso commissioned the NFER (The Nationa Foundation for Educationa Research: UK) to carry out an evauation of current educationa provision for chidren with Autism/Autistic Spectrum Disorder. This report has not yet been pubished. In the absence of cear poicy regarding educationa provision for chidren with Autism/ASD, the Department has continued to estabish specia casses in both mainstream and specia schoos to cater for the growing number of pupis diagnosed with ASD. However, the Department has aso given some financia support to CABAS, which runs pre-schoo and primary programmes for pupis with ASD using the Appied Behaviour Anaysis approach to intervention. It is currenty funding five such schoos. These schoos are not part of the Nationa Schoo System. There is aso an increasing number of pupis 4

10 Introduction with ASD fuy integrated into mainstream primary schoos, very often without adequate additiona support. In order to determine nationa poicy in reation to educationa provision for chidren with ASD, it is essentia, as a first step, that the report of the Task Force on Autism be given fu consideration and that the evauation report of the NFER be pubished. In ight of the many deveopments in specia education since the SERC report was pubished in 1993, consideration aso needs to be given to re-constituting the Specia Education Review Committee to review and advise on poicy in specia education in genera. Chapter one of this report gives an overview of Autism and seeks to expain the nature of Autism or Autistic Spectrum Disorder. Chapter two outines various intervention approaches to teaching chidren with Autistic Spectrum Disorder. Chapter three outines the experiences of teachers in specia casses for chidren with ASD in mainstream schoos and specia schoos. This chapter is based on the coation of responses to a questionnaire issued to these casses in November 2001 and January A description of provision in specia schoos which have traditionay catered for pupis with Autistic Spectrum Disorder, is aso incuded in this chapter. Whie questionnaires were not issued to teachers who had pupis with Autistic Spectrum Disorder fuy integrated in their casses, many of the concerns and recommendations outined in this report woud be equay reevant in such situations. Chapter four gives a rationae for continuous educationa provision for pupis with Autism/ASD. Chapter five outines the chaenges concerning continuous provision. Finay, concusions and recommendations are incuded in Chapter six. 5

11 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 6

12 1 What is autism? Whie it woud seem that autism is a reativey new syndrome, history and fokore woud suggest that it has existed for quite a ong time. It may be that individuas with autism in the past were those described as witches, the viage idiot, or indeed the viage sage. However, it was not unti 1943 when Leo Kanner, a psychiatrist from Boston U.S.A, found that a group of his young patients were presenting with remarkaby simiar symptoms that the distinctive features of the condition were abeed. The main defining features that ed Kanner to coin the term Eary Infantie Autism incuded: a profound autistic withdrawa; an obsessive desire for preservation of sameness; a good rote memory; an inteigent and pensive expression; mutism, or anguage without rea communicative intent; over sensitivity to stimui and; a skifu reationship to objects. Kanner s description ed to much debate and research over the ast sixty years and these in turn have ed to modifications of his origina description of the syndrome. In an intensive study carried out in southeast London, Lorna Wing and Judith Goud (1979) began with Kanner s description of autism and concuded that the difficuties associated with autism coud be described as a Triad of Impairments : impairment of socia interaction impairment of socia communication and impairment of socia imagination, fexibe thinking and imagination. It has been recognised that the triad of impairments wi have varied effects on different individuas in different circumstances and even on the same individua over time. In other words autism pres- 7

13 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder ents itsef differenty between and even within individuas depending on their inteectua abiity and age (Jordan 1999). It was these differences that ed Wing (1988, 1996) to introduce the idea of a spectrum disorder, and to describe the syndrome as Autistic Spectrum Disorder (ASD). Triad of Impairments IMPAIRMENT OF SOCIAL INTERACTION The iterature indicates that individuas with autistic spectrum disorders may ive in a word of their own, they may be aoof, distant, remote or withdrawn. This indicates that the individua with autism has difficuty reating to other peope and is often uncomfortabe with others coming into his/her space. When first meeting a chid with an ASD, peope often form the impression that the individua has a hearing probem because of the indifference shown. Individuas with an ASD do not seem to understand what others are thinking and may not be abe to put themseves in others shoes. They seem to be unaware of socia rues or conventions. An exampe of this is the typica inabiity of an individua with an ASD to reaise that they must wait their turn. Many chidren with ASDs may show no interest in making friends, whie some of them wi toerate chidren around them but wi not initiate interactions. Others wi try to interact but may not have the necessary skis to conduct an interaction successfuy. Whie these socia skis can be earnt, the individua s behaviour is often mechanica and awkward. It takes a ot of effort on the part of the individua with an ASD to deveop sociaising skis in order to maintain a friendship. IMPAIRMENT OF COMMUNICATION Chidren with ASDs have difficuty with communication. Many are sow to deveop anguage and some do not deveop speech at a. Others do use speech but it may be imited to words or phrases recenty heard e.g. an adut asks Do you want a biscuit? and the chid repies Do you want a biscuit. This is known as immediate echoaia. Some chidren with ASDs may aso use words/phrases out of context, for exampe rather than using a greeting when an adut approaches her, a chid may say something ike you aseep? Some wi acquire fuent anguage but may speak in a fat tone ack- 8

14 What is autism? ing in intonation. They may aso tend to tak at peope rather than to them, as they do not comprehend the purpose of communication. Those who have fuent anguage may aso miss non-verba cues such as head nodding, facia expression, eye contact, which are often essentia eements of conversation. Individuas with ASDs are often perceived as being very innocent as they unquestioningy accept what they hear and take what is said to them very iteray. They may have an in-depth knowedge of certain subjects and very often wi use this knowedge to hod a conversation with others whether the other individua is interested or not. IMPAIRMENT OF IMAGINATION Chidren with ASDs may often have very imited interests and a imited abiity to pay with toys. As a resut they may spend a ot of time unoccupied. However some may deveop unusua pay patterns with objects e.g. spinning the whees on a truck for ong periods of time, opening and cosing the id of a box, or ining up objects in straight ines. Many chidren aso ike routine and can become quite stressed if routine is changed in any way e.g. if the furniture has been changed about in a room, the route to schoo has been changed due to road works or if swimming casses are canceed. The need for sameness often eads to the chid with an ASD having a restricted diet as s/he may refuse to try different foods. Many may refuse to wear new cothes/shoes. It is important to note that a chid with an ASD wi have eements of these three key features of autism. The combination of eements Figure 1 Triggers that coud cause autism Bioogica Birth/Pregnancy Neurochemica Neuroogica Brain Dysfunction Autistic Spectrum Disorder 9

15 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder wi make for a very distinctive chid and wi pace him/her on the autistic spectrum. However, each chid wi have a different profie and this profie wi change depending on the environment, the educationa faciities avaiabe, their experience and aso their inteectua abiity. The chid with an ASD wi have peaks and troughs in his/her abiities. Within the popuation of chidren with ASDs, there is a wide range of cognitive abiity, ranging from those with severe earning difficuties to those with average or above average abiities. It is aso important to remember that autism can occur aongside other disabiities e.g. Down Syndrome, Cerebra Pasy. The Causes Whie some research has been done, as yet no one knows the cause(s) of autistic spectrum disorders. It is fet that there is no one singe cause. Frith (1991) described autism as a deveopmenta disorder due to a specific brain abnormaity with its origins in genetic faut, brain insut or brain disease. It has been suggested that there may be a set of triggers any of which coud cause autism (see figure beow) (Cumine, Leach, & Stevenson 2000). Severa studies competed in recent years have indicated that the incidence of autistic spectrum disorders is on the increase. There is no reiabe study of prevaence in Ireand avaiabe as yet. Autistic Spectrum Disorder is more common in boys than in girs. Spectrum Disorders As aready mentioned, autism is a spectrum disorder and the most common disorders on the spectrum are Autistic Disorders (AD), Asperger s Syndrome (AS), and Pervasive Deveopmenta Disorders- Not Otherwise Specified (PDD-NOS), Rhett s Syndrome, and Chidhood Disintegrative Disorder (CDD): AUTISTIC DISORDER Autistic Disorder (AD) is aso known as Kanner s Syndrome and /or Cassic Autism. Before a chid has reached 36 months evidence of the triad of impairments is usuay noticed i.e. difficuty in communicating and reating to others, and an inabiity to pay imaginativey or to think in abstract ways. In addition to the triad, repetitive behaviour 10

16 What is autism? patterns are often common e.g. ficking fingers/objects/pieces of string, and/or insistence on foowing rituas and routines e.g. bedtime/bath time rituas foowing identica routes. There may aso be a fascination with certain topics e.g. trains, washing machines, eectricity, birds, timetabes. ASPERGER S SYNDROME The individua with asperger s syndrome (AS) wi aso present with some eements of the triad of impairments but these may be more subte i.e. the individua with AS may be highy verba but may have difficuties with gestures, intonation, interpreting facia expressions and body anguage. It has been suggested that the main difference between an individua with AD and an individua with AS is that the individua with asperger s syndrome has no significant deay in inteigence or anguage deveopment. However the individua with AS may have motor cumsiness i.e. s/he may be awkward in his/her movements, may have difficuty writing or drawing neaty and may often have difficuty competing written tasks. The individua may have organisationa probems e.g. difficuty remembering what books to bring to schoo or cass, what day the P.E. uniform shoud be worn or indeed s/he may have difficuty finding his/her way around the schoo/coege for casses. What is the difference between individuas with Asperger s Syndrome (AS) and those with Higher Functioning Autism (HFA)? Many beieve that the individua with AS is more interested in peope (athough they may not aways be successfu in pursuing this) whie individuas with HFA may show no interest in deveoping reationships with peope and may be happiest on their own. Wing (1996) noted that some very young chidren with Cassic/Kanner s autism do go on to deveop anguage and other skis and by their teenage years may have a the features of asperger s syndrome. PDD-NOS This condition is aso known as Atypica Autism. The abe is usuay given when the conditions of AD or AS are ony partiay met. It may be in terms of age of onset (where it is over 36months) or where the range of symptoms are ony partiay present in two of the three areas required for a diagnosis of AD or AS i.e. the triad, but do pres- 11

17 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder ent with symptoms in one of the areas to a severe degree. RHETT S SYNDROME This syndrome was first described by Rhett in It is a deveopmenta disorder affecting girs and whie it has simiarities to autism which cause this syndrome to occur within the autistic spectrum, it is diagnosed as a separate condition. The chid is seen to deveop normay unti tweve months. After this, there is a rapid regression and by eighteen months she wi have ost vountary movements of her mouth, arms and hands. There is aso significant oss of socia interaction. By the age of two years their understanding of anguage and their abiity to speak is ost. Their cognitive abiity is severey impaired. CHILDHOOD DISINTEGRATIVE DISORDER (CDD) This condition is aso known as Heer s Syndrome after the psychoogist who wrote about it in It is a rare condition where a chid deveops normay unti three or four years of age, but then rapidy regresses, osing speech, the abiity to sociaise and pay. Their cognitive abiity and motor skis are aso severey affected and the symptoms of autism are manifested. Very itte is known about CDD. It is evident that autism is a very compex disorder. Research into the causes and possibe cures has been undertaken but it takes a ong time to verify or discredit the resuts and an even onger time to impement the verified resuts. To date no cure has been deveoped for autism but Janzen (1996:111) states A highy structured and specific educationa programme that addresses the predictabe deficits of autism remains the most effective treatment to date. The abiity to earn new skis to compensate for deficits continues throughout ife. The Learning Stye in Individuas with ASDs The triad of impairments (Wing & Goud, 1979) which is centra to autism wi hinder the earning a chid can derive from interactions, from communications, from pay and from imagination. Many chidren with ASDs may aso have additiona earning difficuties (Rutter 1979) and these factors combined, make up a very distinctive chid in the way s/he thinks and earns. There is evidence from abe aduts 12

18 What is autism? with ASDs that their autism does indeed impact on their earning. Sincair (1992 pg. 295) has this to say: Being autistic does not mean being unabe to earn but it does mean there are differences in how earning happens [what I think is most] frequenty overooked is that autism invoves differences in what is known without earning. Gaps between what is expected to be earned and what is aready understood. Grandin (1995) and Wiiams (1996) aso refer to the apparent differences in cognitive, perceptua and emotiona process which constitute an autistic stye of thinking and earning. Powe & Jordan (1997) say there are four inter-connected features of autistic thinking: 1.The way in which the information is perceived; 2.The way in which the word is experienced; 3.The way in which information is coded stored and retrieved in memory; and 4.The roe of emotion as a context in which these processes may or may not operate. Powe & Jordan (1997) aso identify three common difficuties in the earning styes of those with ASDs. Difficuty in interacting; Difficuties in transfer of earning; and Bizarre behaviour many individuas with ASDs have difficuty with estabishing awareness and understanding of the intentions of others so they are often seen as being odd or bizarre. Teachers need to understand this stye of thinking and earning, as the chid with an ASD wi have probems with communication, sociaisation, imitation, pay, perception, memory, motivation, probem soving, and generaisation. As these are essentia eements of the earning process, the teacher needs to ameiorate these difficuties aowing the chid with an ASD more effective access to the curricuum whie reaising that No two chidren with autism wi think and behave in the same way. Each chid is an individua and wi respond to their autism in his/her own way (Jordan & Powe 1995:4). In order to teach these individuas effectivey the teacher needs to make an assessment of their uneven profies. This assessment wi indicate and determine the focus of teaching needed in any of those areas. The teacher s knowedge and understanding of how autism is affecting the student s earning stye, the chid s strengths, as we as 13

19 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 14

20 the cognitive eve of the chid wi determine an appropriate curricuum for the chid. Parents and members of a mutidiscipinary team (psychoogist, speech therapist and occupationa therapist) may aso add to the teacher s understanding of the earning stye of the chid. Janzen (1996) points out that chidren with ASDs have predictabe attributes which we aso need to be aware of in order to predict the chidren s earning needs: Generay chidren with autism are known for their innocence and guieessness. They are not good at deceiving or impressing peope. They find it difficut to defend themseves, even though their actions may be misunderstood. They are often over compiant. They are often perfectionists. Chidren with ASDs aso have strengths which shoud be utiised when deveoping an appropriate curricuum of work. They can take arge amounts of information quicky and remember the information they take in for a ong time. They understand and use information presented visuay reay we. They enjoy repeating routines which are famiiar to them. They concentrate, enjoy and work we on topics which are of specia interest to them. They understand and wi adhere to rues. In order to effectivey teach chidren with ASDs, a structure is needed which ensures that the content and earning experiences cater for their individuaity. The pervasive nature of autism has such a imiting effect on the individua that it is up to parents, mentors and teachers to give them the toos which wi enabe them to understand and earn in what is for them an aien and confusing word. 15

21 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 2 Intervention approaches It is over haf a century since Kanner (1943) wrote about Eary Infantie Autism. Since then much has been written on the subject, increasing our knowedge and understanding of autism. This understanding has ed professionas and parents to reaise that their objective is not to turn the individua with autistic spectrum disorders into a norma individua but to appreciate that the individua is different and to provide a means by which s/he can function and manage to ead an appropriate ife in a word which is aien to them. This reaisation has ed to a significant increase in the number and range of intervention approaches being deveoped to assist individuas with Autistic Spectrum Disorders (ASD) to achieve a reasonabe eve of independence. Some of these approaches have been deveoped specificay for autism, whie others have been used for chidren with other specia needs but have been adapted for chidren with autistic spectrum disorders. Each approach has been deveoped from a particuar understanding of autism and aims to teach the chid with autistic spectrum disorders ways of understanding others, communicating with others and managing situations which cause them stress. Educationa Approaches The foowing exampes of the most common current approaches to teach chidren with ASD are deat with under the headings Educationa Approaches, Communication Approaches, and Interactive Approaches. TEACCH TEACCH (Treatment and Education of Autistic and reated Communications handicapped CHidren) was deveoped in North 16

22 Intervention approaches Caroina in the eary 1970s by Eric Schoper. It is a ifetime approach to heping peope with autism. Its main focus is to deveop a programme to equip chidren using their skis, interests and needs, to ead a productive ife in the community. The aim of TEACCH is to deveop communication skis and to hep individuas work and pay independenty of aduts (Jordan, Jones & Murray 1998:79). TEACCH does not address the autism directy but rather it endeavours to provide an environment where many of the difficuties can be circumvented thus removing a ot of undue stress and anxiety from the individua with ASD. A cure is not expected but considerabe improvement is considered possibe. The TEACCH Programme has deveoped ways to hep chidren with autism function in an environment that they may find difficut to understand. It does this by providing information in visua format, by providing structure and predictabiity in order to hep the individua understand what s/he has to do, where and when this shoud be done, and in what order. The programme aso uses the individua s strengths and interests to hep them acquire the skis needed to function in the environment that surrounds them. It endeavours to teach the student that the environment does have meaning and that there are patterns in the environment. The student needs to earn to identify the patterns and be abe to foow these patterns independenty, not as a resut of compiance. The TEACCH programme invoves on going assessment and through this assessment of the individua s approach to a variety of materias, directions and activities needs are prioritised and goas are set. Advantages of the TEACCH programme: It seems to be very successfu in reducing chaenging behaviours by giving the individua with ASD predictabiity in time and space through giving him/her a structure. It uses visua strategies to increase comprehension thus heping to make the individua as independent as possibe without adut interaction. It reies on positive interactions between teacher and student. Disadvantages of the TEACCH programme: There is an emphasis on work first, pay ater which does not seem to foster intrinsic enjoyment in work for its own sake. The use of structure which improves direction-foowing skis, can reduce the opportunities for persona choice. There may be an unintentiona ceiing put on a chid s potentia. A high eve of training and consistency is required to impement 17

23 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder the programme which may be difficut to achieve. DAILY LIFE THERAPY (HIGASHI) This approach was deveoped by Kiyo Kitahara who opened one schoo in Tokyo in 1964 and a second in Boston in The schoos cater for chidren with autism. The aim of the schoos is to deveop independence by continuay invoving the chidren in activities which stabiise the emotions, improve physica strength and stimuate the inteect. These activities normay occur in groups. The staff ratios vary from 1:5 to 1:3. Verba instructions are kept short and cear, no aternative means of communications are used. The schoo paces great emphasis on physica education to deveop strength and increase concentration. Music and visua arts are used to improve communication and to deveop daiy iving skis. Activities are a carried out in groups which are highy structured. Lessons progress at the rate of the east abe chid. The chidren are expected to earn through imitation. Advantages: Research has shown that the main strength of this approach is in controing stereotypica and disruptive behaviour. Parents have reported vast improvements in sef-hep skis. Disadvantages: Chidren are continuay dissuaded from any individua spontaneous behaviour. There seems to be no effort to support a chid who has no speech or indeed those who have difficuty with receptive anguage. Higashi has been criticised for its narrow curricuum and that much of the earning is mainy through rote earning. There is a fear that chidren are not stretched to their fu potentia as the schoo caters for the group rather than for the individua. BEHAVIOURAL APPROACH (APPLIED BEHAVIOURAL ANALYSIS) A behavioura approach is based on the theory that a behaviour is earned and is infuenced by its antecedents and consequences. The aim of ABA is to identify factors that encourage/strengthen or discourage/weaken behaviours. It aso aims to anayse a ski into steps which are then used as a teaching programme. Each of these steps is presented with a cear goa and when each of these goas is achieved it 18

24 Intervention approaches is foowed by a reward. Lovaas (1981) writes that chidren who do not have autistic spectrum disorders earn in a environments a the time whie the chid with autistic spectrum disorders does not. Therefore, instruction must be provided for the chid for a his/her waking hours, in schoo home and community. The chid s progress is carefuy monitored and graphed so that it is known when to move on to the next step or to modify the methods used. There is a strong emphasis on imitation and the chid s abiity to imitate. It has been recommended to use ABA with chidren under the age of four but not excusivey. Advantages: It gives the chid a good beginning in the skis needed to earn, i.e. attending, imitation, receptive and expressive anguage. It provides a Functiona Assessment which may ead to a better understanding of a behaviour or set of behaviours. It enabes professionas to use Task Anaysis, which breaks down the skis that need to be earnt. It provides a method to measure progress by scientific evauation. Disadvantages: It fais to take into account the differences in socia and communication functioning when creating a curricuum for a chid with autistic disorders. ABA emphasises the chid s abiity to respond on demand rather than encouraging the chid to initiate communication spontaneousy. Teaching is usuay 1:1 thus ignoring the need to deveop socia skis, which are best earnt through interactions with peers. ABA approach tends to focus on achieving recovery and may ignore the underying neuroogica aspects of autism. There is such an emphasis on 1:1 teaching it may ead to a continuing dependence on prompts. Communication Approaches Communication approaches are designed specificay to encourage and deveop communication skis. Two such approaches are described. PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) 19

25 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder PECS was deveoped in the U.S.A. by Andrew Bondy and Lori Frost in It invoves the use of pictures to request items. It requires interaction with others from the beginning thus encouraging the chid to initiate communication rather than responding to a prompt. The aim of PECS is to deveop communication skis, especiay initiating communication in a socia exchange (Bondy 1996). PECS teaches those who may not have any functiona communication skis how to give a picture of a desired object to another person (communication partner) in exchange for that object. Advantages: The chid is taught to deveop rea spontaneous communication rather than depending on someone to say, What do you want? It introduces the chid with autism to the notion of choice. So now the chid can choose but ony from what is on offer. It gives the chid with autism a visua prompt in conjunction with the auditory abe the communication partner uses. FACILITATED COMMUNICATION This is an approach used for chidren with autistic spectrum disorders since the eary 1980s. The aim of this approach is to aow the chid to communicate using the printed word, aided by a physica touch (hand over hand) from another person (faciitator) to type out their thoughts. Its goa woud be to work towards minimum support or no support at a from the faciitator. Disadvantages: The communication may be infuenced by the faciitator. Interactive Approaches Interactive approaches are used to deveop and extend basic socia and communication skis. They emphasise the importance of buiding reationships with caregiver and chid. The foowing are some of this type of programme. SON-RISE PROGRAM (OPTION APPROACH) This is a programme designed by parents Barry and Samahria Kaufman whose son recovered from autism. It is an intensive 1:1 home-based intervention where the chid is in charge of the situation but is continuay encouraged to participate in interactions with a parent or mentor. During these interactions the 20

26 chid is accepted unconditionay by the parent or mentor. The chid may spend months or years away from the outside word in his/her room/rooms, where parents/mentors come to interact and engage with the chid throughout the day, seven days a week. The aim of the programme is to motivate the chid to want to interact with others and to encourage the deveopment of communication. The approach works with the parents to change their attitude towards the chid which changes the way they behave with the chid. This, in turn, shoud ead to a change in the way the chid behaves. Advantages: The Option approach sees the chid s stereotypica behaviour and socia withdrawa as a response to the chid s inabiity to make sense of the environment, so the approach makes the parents aware that the chid needs to be accepted no matter what s/he does rather than conform to the expectations of others. The quaity and quantity of the chid s socia interactions improve. Disadvantages: The chid is considered so sensitive that s/he is isoated from the outside word day and night for months and maybe even years. HANEN PROGRAMME This approach was deveoped by speech and anguage therapists in Canada and has been adapted for chidren with autistic spectrum disorders. Professionas use this approach to hep parents and staff (caregivers) buid and sustain eary interactions with the chid. A videotape is used to record the interactions between the chid and the parent in the home. The video is then anaysed to make the parent aware of communicative intent and positive interactions thus heping the parent gain confidence to buid on those. MUSICAL INTERACTION This approach provides an environment to faciitate and reinforce communication between the chid with autistic spectrum disorders and the music therapist. The aim is to hep the chid deveop communicative intent. It focuses on what the chid can do and deveops from that. The adut responds to the chid s spontaneous sounds and movements as if they were intentionay communicative which may, in turn, encourage the chid to use them intentionay. The adut may 21

27 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder respond by joining in or imitating the chid s sounds or actions. The adut uses songs, rhymes and pay to encourage interaction, eaving pauses for the chid to react. It is suggested that music may afford opportunities for expressing emotions and may open up channes of communication (Starr 1993). Advantages: Musica interaction is a non-invasive approach which emphasises the importance of buiding reationships between the chid and the adut. It encourages a more positive view of the chid by the caregivers. It encourages the caregiver to foow the chid s ead at his/her deveopmenta eve rather than his/her age eve. Disadvantages: Caregivers fee they need to be musica experts in order to impement this approach and as a resut the approach is not widey used. Concusion This Chapter has touched on the more common approaches or methods of intervention used to teach chidren with autism but there are many other approaches that have not been discussed. It is important for teachers to be aware of the variety of approaches in order to have informed discussions with parents. When teachers are considering which approaches may be appropriate for a particuar chid, they need to ask the foowing questions: In what way does the approach address the deficits in autism? What specific area(s) of autism does it address? How ong has the approach been in use for chidren with autistic spectrum disorders? What are the aims of the approach? Has the approach been evauated? What does this approach require the aduts and chidren to do? How reaistic is impementing the approach in famiy/schoo/community ife? It is important to note that where some approaches have improved the progress of some individua chidren, there is no one approach which has been found to be effective with a chidren with autistic spectrum disorders. The teacher needs to be aware of how the chid with autistic spectrum disorders thinks and earns in order to seect 22

28 Current educationa provision for pupis with autistic spectrum disorder the most appropriate approach or approaches to meet the individua chid s needs. 23

29 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder 3 Current educationa provision for pupis with autistic spectrum disorder SECTION A: SPECIAL CLASSES IN MAINSTREAM SCHOOLS The educationa needs of chidren with Autistic Spectrum Disorder (ASD) were not traditionay recognised by the provision of speciaist education. Many such chidren, were either undiagnosed, or attended specia schoos for pupis with emotiona disturbance. In recent years, however, the Department of Education and Science has estabished specia casses for pupis with ASD in both specia and mainstream schoos. There are aso a number of chidren with ASD fuy integrated into mainstream casses. In addition, the Department of Education has funded specific programmes such as CABAS, which operates an Appied Behaviour Anaysis approach to teaching the chidren. The INTO issued a questionnaire to a specia casses for pupis with Autism/Autistic Spectrum Disorder, in November The foowing is a summary of the responses, which were received from 24 schoos. The Estabishment of Specia Casses The first specia cass in a mainstream schoo was estabished in 1995, with further casses being estabished each year, eading to a tota of 41 specia casses currenty attached to mainstream schoos. In most cases, it has been departmenta poicy to estabish two specia casses for pupis with ASD in the one setting. However, among the respondents, nine schoos had two specia casses for pupis with ASD, one had three specia casses, whie eeven had ony 24

30 Current educationa provision for pupis with autistic spectrum disorder one specia cass. One teacher is aocated for every 6 chidren, though in most cases, there are ess than 6 chidren in a cass. The number of chidren with ASD enroed in mainstream schoos and attending specia casses ranged from 2 to 19 in each schoo. In addition to the chidren in the specia casses, eight schoos stated that chidren with ASD were enroed in the mainstream casses. Two Specia Needs Assistants (SNAs) are aocated per 6 chidren. In some cases, an additiona SNA may be appointed specificay to work with one chid. The number of Specia Needs Assistants avaiabe to specia casses ranged from 2 to 7. Support Services Prior to the estabishment of the specia casses in mainstream schoos, the support of speech and anguage therapists, occupationa therapists, psychoogists and specia needs assistants were promised to schoos. For most schoos these promises were made verbay, particuary in reation to the provision of support from heath boards, though eeven schoos received such promises in writing. However, the provision of support services has proven to be far from satisfactory. Eight schoos stated that they had the services of a speech and anguage therapist, with another five stating they had a partia service. Nine schoos had no speech and anguage therapy service. Four schoos stated that they had the services of an occupationa therapist, with one schoo stating they had a imited service. Fifteen schoos had no such service. Six schoos had the services of a socia worker, with one schoo stating it had a imited service. Thirteen schoos had no such service. Five schoos had the support of a psychoogist, two had access to a nurse, one had access to music therapy and two had the services of an autism therapist though it is uncear what this service entais. Some schoos have been given grants of 2,000 (ater increased to 5,000) through the heath board to provide therapy services, though, in this case, schoo boards of management must seek the services themseves. The provision of support services is a matter for the heath boards. Each heath board area differs in terms of the support they make avaiabe to schoos. One schoo outined, that some of the pupis quaified for the support of a speech and anguage therapist, whie others did not, on the basis that they ived in different heath board areas. This is an unsatisfactory situation from a schoo s point of 25

31 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder view. There has aso been a probem of ack of continuity in that there have been changes of personne within the support services. There appears to be a shortage of quaified therapists in many heath board areas, and a feeing among teachers that many are unwiing to work with pupis with autism. Teachers have expressed great frustration with the inadequate support avaiabe from the heath board services. Funding A start-up grant of between 3,000 5,000 ( 3,809 6,948) was made avaiabe to mainstream schoos setting up specia casses for pupis with autism the amount depending on year of estabishment. Some schoos aso received once-off grants towards the provision of furniture. Other schoos received an ICT grant of 1,750 ( 2,222). Annua capitation grants of 450 ( 571)are the ony source of funding since estabishment. Schoos were generay of the view that there shoud be an annua grant ranging between 1,000 5,000 ( 1,270 6,349) per year in addition to capitation grants. In some schoos, parents contributed towards the cost of additiona activities such as swimming, ponyriding and transport to and from venues. However, the ack of funding was not considered as major a difficuty as the unavaiabiity of adequate support services and the paucity of professiona deveopment for teachers. However, one schoo recommended that funding be provided to schoos to enabe teachers to participate in professiona deveopment, incuding conferences. Referra and Enroment Poicies In the greater Dubin area, six schoos stated that pupis had been referred to the specia casses through Beechpark Services, an organisation which provides for chidren with disabiities. Five schoos stated that chidren had been referred foowing psychoogica assessment. Seven schoos cited their heath board as the main source of referras. The remainder quoted word of mouth, the Inspectorate and individua approaches made to the schoo. Fifteen schoos stated that they have a specific poicy regarding enroment in the specia casses for autism, which incuded psychoogica assessment and/or an enroment committee. Three schoos 26

32 Current educationa provision for pupis with autistic spectrum disorder are in the process of deveoping a poicy. Those without a specific poicy cite first come, first served, underdeveopment and capacity to dea with demands. Continuum of Provision In genera, 50% of the pupis attended pre-schoo prior to their enroment in the specia casses for autism. However, three schoos stated that none of their pupis had attended any form of pre-schoo provision prior to enroment in the specia casses. The majority of schoos beieved that eary intervention was crucia and that speciaist preschoo provision shoud be avaiabe to a pupis with ASD. According to the respondents, specific approaches such as TEACCH, PECS and ABA shoud aso be avaiabe at pre-schoo eve, where appropriate for the chid. In addition, teachers were of the view that there shoud be earier diagnosis of ASD and intervention from the appropriate therapists provided prior to enroment in the specia casses. Many teachers expressed concern, however, regarding future provision for their pupis. Tweve respondents (54%) did not know where the pupis in their specia casses for autism woud go to continue their education. Ony 3 of the schoos knew where their pupis woud be going, the remainder were unsure and suggested that possiby mainstream post-primary schoos with support woud take the pupis. Some thought that pupis may be catered for in specia schoos. Some hoped that pupis woud attend mainstream postprimary or specia casses in post-primary and some were activey discussing the issue with oca post-primary schoos. It is cear, however, that provision for pupis with ASD beyond their primary years shoud be panned we in advance as the primary schoos did not wish to continue to provide a service to pupis of post-primary schoo age. As one teacher stated: Secondary Education we cannot and wi not continue educating these chidren beyond primary schoo-going age. The uncertainty surrounding future provision is ceary a matter of concern for the primary schoos. Curricuum The specia casses for pupis with ASD catered for a broad range of 27

33 ASD: Educationa Provision for Pupis with Autistic Spectrum Disorder abiity. Five schoos stated that they catered for pupis with average or higher functioning autism. Seven schoos catered for the fu spectrum with another six stating that they catered for pupis from average abiity to severe genera earning difficuties. Five schoos stated that their pupis functioned in the mid and moderate genera earning disabiity range or ower functioning. Some teachers were of the view that chidren with moderate or severe genera earning disabiities were not appropriatey paced in mainstream schoos: Ony chidren with mid earning difficuties are suitaby paced in mainstream. Ony those at the upper end of ASD benefit. If they have severe earning difficuties, they need other support which can be provided in a centra ocation. A primary schoos cannot have poos, muti-sensory rooms, etc. If it is ikey that a person wi need a crade to grave shetered environment, they are better off in a specia schoo. If they have a possibiity of achieving independent iving with some support, they benefit from staying in their oca community with oca support. The majority of teachers stated that they adapted the mainstream curricuum as appropriate for their pupis. Some aso stated that they used TEACCH and PECS. Two specified that they used ABA. Whereas a schoos are aware of the ABA programme, without exception, a had reservations about the programme and ony used certain eements of it as it was considered to be too rigid and intense. Teachers in the specia casses preferred an ecectic approach, varying according to the needs of the chid, though some were of the view that an ABA approach coud be appropriate for some pupis as part of an overa programme. Teachers recommended that a curricuum for pupis with ASD shoud be deveoped which woud address their specific needs. A broad-based programme focussing particuary on socia and communication skis was seen as hugey important. However, it was aso suggested that it woud be difficut to design a curricuum for pupis with ASD, as pupis vary consideraby in their abiity. Teachers fet very much aone in terms of curricuum panning for their casses and found it difficut to source materia. Teachers woud wecome more information on curricuar approaches used esewhere and more assistance with curricuum panning. Nineteen of the schoos (79%) have drawn, or are in the process of drawing up Individua Education Pans (IEPs) for chidren in the specia casses for autism. Where avaiabe, other professionas were invoved in the preparation of individua pans and, in genera, parents were aso consuted. It was generay 28

Preschool Services Under IDEA

Preschool Services Under IDEA Preschoo Services Under IDEA W e don t usuay think of Specific Learning Disabiities in connection with chidren beow schoo age. When we think about chidren age birth to six, we think first of their earning

More information

The best of both: working together to support children with visual impairment and additional complex needs

The best of both: working together to support children with visual impairment and additional complex needs Visua impairment and speech and anguage therapy The best of both: working together to support chidren with visua impairment and additiona compex needs A series of eafets exporing ways that the QTVI (Quaified

More information

History of Stars and Rain Education Institute for Autism (Stars and Rain)

History of Stars and Rain Education Institute for Autism (Stars and Rain) History of Education Institute for Autism () Estabished:: March 15. 1993 in Beijing Founder:: Ms. Tian Huiping (mother of a boy with autism) STARS AND RAIN was founded in 1993 by a parent and is China

More information

How To Deiver Resuts

How To Deiver Resuts Message We sha make every effort to strengthen the community buiding programme which serves to foster among the peope of Hong Kong a sense of beonging and mutua care. We wi continue to impement the District

More information

CERTIFICATE COURSE ON CLIMATE CHANGE AND SUSTAINABILITY. Course Offered By: Indian Environmental Society

CERTIFICATE COURSE ON CLIMATE CHANGE AND SUSTAINABILITY. Course Offered By: Indian Environmental Society CERTIFICATE COURSE ON CLIMATE CHANGE AND SUSTAINABILITY Course Offered By: Indian Environmenta Society INTRODUCTION The Indian Environmenta Society (IES) a dynamic and fexibe organization with a goba vision

More information

Early access to FAS payments for members in poor health

Early access to FAS payments for members in poor health Financia Assistance Scheme Eary access to FAS payments for members in poor heath Pension Protection Fund Protecting Peope s Futures The Financia Assistance Scheme is administered by the Pension Protection

More information

Qualifications, professional development and probation

Qualifications, professional development and probation UCU Continuing Professiona Deveopment Quaifications, professiona deveopment and probation Initia training and further education teaching quaifications Since September 2007 a newy appointed FE ecturers,

More information

Australian Bureau of Statistics Management of Business Providers

Australian Bureau of Statistics Management of Business Providers Purpose Austraian Bureau of Statistics Management of Business Providers 1 The principa objective of the Austraian Bureau of Statistics (ABS) in respect of business providers is to impose the owest oad

More information

Frequently Asked Questions

Frequently Asked Questions Community Heathcare Organisations Report & Recommendations of the Integrated Service Area Review Group Frequenty Asked Questions 1. What are Community Heathcare Services? Community Heathcare Services are

More information

Niagara Catholic. District School Board. High Performance. Support Program. Academic

Niagara Catholic. District School Board. High Performance. Support Program. Academic Niagara Cathoic District Schoo Board High Performance Academic Support Program The Niagara Cathoic District Schoo Board, through the charisms of faith, socia justice, support and eadership, nurtures an

More information

Internal Control. Guidance for Directors on the Combined Code

Internal Control. Guidance for Directors on the Combined Code Interna Contro Guidance for Directors on the Combined Code ISBN 1 84152 010 1 Pubished by The Institute of Chartered Accountants in Engand & Waes Chartered Accountants Ha PO Box 433 Moorgate Pace London

More information

Teamwork. Abstract. 2.1 Overview

Teamwork. Abstract. 2.1 Overview 2 Teamwork Abstract This chapter presents one of the basic eements of software projects teamwork. It addresses how to buid teams in a way that promotes team members accountabiity and responsibiity, and

More information

Visual impairment and physiotherapy

Visual impairment and physiotherapy Visua impairment and physiotherapy The best of both: working together to support chidren with visua impairment and additiona compex needs A series of eafets exporing ways that the QTVI (Quaified Teacher

More information

STRATEGIC PLAN 2012-2016

STRATEGIC PLAN 2012-2016 STRATEGIC PLAN 2012-2016 CIT Bishopstown CIT Cork Schoo of Music CIT Crawford Coege of Art & Design Nationa Maritime Coege of Ireand Our Institute STRATEGIC PLAN 2012-2016 Cork Institute of Technoogy (CIT)

More information

Understanding. nystagmus. RCOphth

Understanding. nystagmus. RCOphth Understanding nystagmus RCOphth RNIB s understanding series The understanding series is designed to hep you, your friends and famiy understand a itte bit more about your eye condition. Other tites in the

More information

How To Teach Chidhood

How To Teach Chidhood READY TO LEARN White Paper on Eary Chidhood Education Pn.7939 5.00 a6.35 Government of Ireand 1999 ISBN 0-7076-6411-X Designed by Metaphor Printed by Cahi Printers Ltd. Dubin Pubished by The Stationery

More information

How to deal with personal financial problems

How to deal with personal financial problems How to dea with persona financia probems D I S P U T E R E S O L U T I O N Introduction Heping you face the future with confidence In 2014, the eve of consumer debt in the UK grew to reach a seven-year

More information

Introduction the pressure for efficiency the Estates opportunity

Introduction the pressure for efficiency the Estates opportunity Heathy Savings? A study of the proportion of NHS Trusts with an in-house Buidings Repair and Maintenance workforce, and a discussion of eary experiences of Suppies efficiency initiatives Management Summary

More information

Supporting Special Education in the Mainstream School

Supporting Special Education in the Mainstream School Supporting Specia Education in the Mainstream Schoo Irish Nationa Teachers Organization 35 Parne Square Dubin 1 Teephone: 01 872 2533 Fax: 01 872 2462 Emai: info@into.ie Web: http://www.into.ie Genera

More information

Quality Assurance in Initial Teacher Education. The Standard for Initial Teacher Education in Scotland Benchmark Information

Quality Assurance in Initial Teacher Education. The Standard for Initial Teacher Education in Scotland Benchmark Information Quaity Assurance in Initia Teacher Education The Standard for Initia Teacher Education in Scotand Information OCTOBER 2000 Convener's introduction This document is a statement of the Standard for Initia

More information

Speech, language and communication. Information for managers and school staff

Speech, language and communication. Information for managers and school staff Speech, anguage and communication Information for managers and schoo staff Introduction The Communication Trust has deveoped this short guide to hep schoos support chidren s speech, anguage and communication.

More information

Human Capital & Human Resources Certificate Programs

Human Capital & Human Resources Certificate Programs MANAGEMENT CONCEPTS Human Capita & Human Resources Certificate Programs Programs to deveop functiona and strategic skis in: Human Capita // Human Resources ENROLL TODAY! Contract Hoder Contract GS-02F-0010J

More information

Program Management Seminar

Program Management Seminar Program Management Seminar Program Management Seminar The word s best management schoos are noted for their superior program execution, high eves of customer satisfaction, and continuous program improvements.

More information

Creative learning through the arts an action plan for Wales

Creative learning through the arts an action plan for Wales Creative earning through the arts an action pan for Waes 2015 2020 Audience The entire teaching workforce and government and nationa partners, incuding regiona education consortia, oca authorities, governing

More information

Key Questions to Ask About

Key Questions to Ask About everychid. onevoice. Every time i have to go to the bathroom at schoo, there s a ine. And sometimes they reay need to be ceaned. Maybe the schoo can get some more hep to open up a of the restrooms again.

More information

The Impact of Parental Involvement on Children s Education

The Impact of Parental Involvement on Children s Education The Impact of Parenta Invovement on Chidren s Education 2 The Impact of Parenta Invovement on Chidren s Education The Impact of Parenta Invovement on Chidren s Education Key findings Parenta invovement

More information

Bite-Size Steps to ITIL Success

Bite-Size Steps to ITIL Success 7 Bite-Size Steps to ITIL Success Pus making a Business Case for ITIL! Do you want to impement ITIL but don t know where to start? 7 Bite-Size Steps to ITIL Success can hep you to decide whether ITIL can

More information

Undergraduate Studies in. Education and International Development

Undergraduate Studies in. Education and International Development Undergraduate Studies in Education and Internationa Deveopment Wecome Wecome to the Schoo of Education and Lifeong Learning at Aberystwyth University. Over 100 years ago, Aberystwyth was the first university

More information

LADDER SAFETY Table of Contents

LADDER SAFETY Table of Contents Tabe of Contents SECTION 1. TRAINING PROGRAM INTRODUCTION..................3 Training Objectives...........................................3 Rationae for Training.........................................3

More information

A Description of the California Partnership for Long-Term Care Prepared by the California Department of Health Care Services

A Description of the California Partnership for Long-Term Care Prepared by the California Department of Health Care Services 2012 Before You Buy A Description of the Caifornia Partnership for Long-Term Care Prepared by the Caifornia Department of Heath Care Services Page 1 of 13 Ony ong-term care insurance poicies bearing any

More information

A short guide to making a medical negligence claim

A short guide to making a medical negligence claim A short guide to making a medica negigence caim Introduction Suffering from an incident of medica negigence is traumatic and can have a serious ong-term impact on both the physica and menta heath of affected

More information

UCU Continuing Professional Development

UCU Continuing Professional Development UCU Continuing Professiona Deveopment Cassroom management The background Good cassroom and behaviour management is one of the key eements of successfu teaching and earning, and wi be crucia to your success

More information

endorsed programmes With our expertise and unique flexible approach NOCN will work with you to develop a product that achieves results.

endorsed programmes With our expertise and unique flexible approach NOCN will work with you to develop a product that achieves results. endorsed programmes With our expertise and unique fexibe approach NOCN wi work with you to deveop a product that achieves resuts. NOCN is a eading reguated UK awarding organisation that has been creating

More information

Business schools are the academic setting where. The current crisis has highlighted the need to redefine the role of senior managers in organizations.

Business schools are the academic setting where. The current crisis has highlighted the need to redefine the role of senior managers in organizations. c r o s os r oi a d s REDISCOVERING THE ROLE OF BUSINESS SCHOOLS The current crisis has highighted the need to redefine the roe of senior managers in organizations. JORDI CANALS Professor and Dean, IESE

More information

APPENDIX 10.1: SUBSTANTIVE AUDIT PROGRAMME FOR PRODUCTION WAGES: TROSTON PLC

APPENDIX 10.1: SUBSTANTIVE AUDIT PROGRAMME FOR PRODUCTION WAGES: TROSTON PLC Appendix 10.1: substantive audit programme for production wages: Troston pc 389 APPENDIX 10.1: SUBSTANTIVE AUDIT PROGRAMME FOR PRODUCTION WAGES: TROSTON PLC The detaied audit programme production wages

More information

FLAC Legal Divorce v2 band_layout 1 26/06/2014 20:01 Page 1 July 2014 divorce

FLAC Legal Divorce v2 band_layout 1 26/06/2014 20:01 Page 1 July 2014 divorce Juy 2014 divorce Divorce has been avaiabe in the Repubic of Ireand since 1997. Once a divorce is obtained, the parties (the ex-spouses) are free to remarry or enter into a civi partnership. Famiy Law (Divorce)

More information

Budgeting Loans from the Social Fund

Budgeting Loans from the Social Fund Budgeting Loans from the Socia Fund tes sheet Pease read these notes carefuy. They expain the circumstances when a budgeting oan can be paid. Budgeting Loans You may be abe to get a Budgeting Loan if:

More information

3.3 SOFTWARE RISK MANAGEMENT (SRM)

3.3 SOFTWARE RISK MANAGEMENT (SRM) 93 3.3 SOFTWARE RISK MANAGEMENT (SRM) Fig. 3.2 SRM is a process buit in five steps. The steps are: Identify Anayse Pan Track Resove The process is continuous in nature and handed dynamicay throughout ifecyce

More information

Learning from evaluations Processes and instruments used by GIZ as a learning organisation and their contribution to interorganisational learning

Learning from evaluations Processes and instruments used by GIZ as a learning organisation and their contribution to interorganisational learning Monitoring and Evauation Unit Learning from evauations Processes and instruments used by GIZ as a earning organisation and their contribution to interorganisationa earning Contents 1.3Learning from evauations

More information

SURGEON GENERAL S REPORT

SURGEON GENERAL S REPORT SURGEON GENERAL S REPORT CHILDREN WITH CAMPAIGN 87 COMMITMENTTO FAMILY CENTERED COORDINATED CARE FOR CHILDREN WITH SPECIAL HEALTH CARE NEEDS U.S. DEPARTMENT OF HEALTH & HUMAN SERVICES Pubic Heath Service

More information

COASTLINE GROUP HUMAN RESOURCES STRATEGY 2015 2017. Great homes, great services, great people.

COASTLINE GROUP HUMAN RESOURCES STRATEGY 2015 2017. Great homes, great services, great people. COASTLINE GROUP HUMAN RESOURCES STRATEGY 2015 2017 Great homes, great services, great peope. Contents Foreword 2 Executive summary 1. Achievements 5 2. Context 7 3. Our peope 9.Objectives 11 5. What we

More information

l l ll l l Exploding the Myths about DETC Accreditation A Primer for Students

l l ll l l Exploding the Myths about DETC Accreditation A Primer for Students Expoding the Myths about DETC Accreditation A Primer for Students Distance Education and Training Counci Expoding the Myths about DETC Accreditation: A Primer for Students Prospective distance education

More information

HEALTH PROFESSIONS PATHWAYS

HEALTH PROFESSIONS PATHWAYS T heoffic eofcommuni t yco egeres ea r c ha ndl ea der s hi p Co egeofe duc a t i ona ti i noi s The Heath Professions Pathways (H2P) Consortium is a nationa consortium comprised of nine coeges in five states

More information

Asia Pacific Disability Rehabilitation Journal

Asia Pacific Disability Rehabilitation Journal DEVELOPMENTAL ARTICLES Asia Pacific Disabiity Rehabiitation Journa PRIMARY HEALTH CARE AND COMMUNITY BASED REHABILITATION: IMPLICATIONS FOR PHYSICAL THERAPY Tracy Bury* ABSTRACT The Word Confederation

More information

Leadership & Management Certificate Programs

Leadership & Management Certificate Programs MANAGEMENT CONCEPTS Leadership & Management Certificate Programs Programs to deveop expertise in: Anaytics // Leadership // Professiona Skis // Supervision ENROLL TODAY! Contract oder Contract GS-02F-0010J

More information

PREFACE. Comptroller General of the United States. Page i

PREFACE. Comptroller General of the United States. Page i - I PREFACE T he (+nera Accounting Office (GAO) has ong beieved that the federa government urgenty needs to improve the financia information on which it bases many important decisions. To run our compex

More information

Strengthening Human Resources Information Systems: Experiences from Bihar and Jharkhand, India

Strengthening Human Resources Information Systems: Experiences from Bihar and Jharkhand, India Strengthening Human Resources Information Systems: Experiences from Bihar and Jharkhand, India Technica Brief October 2012 Context India faces critica human resources (HR) chaenges in the heath sector,

More information

No longer living together: how does Scots cohabitation law work in practice?

No longer living together: how does Scots cohabitation law work in practice? Centre for Research on Famiies and Reationships Briefing 51 October 2010 No onger iving together: how does Scots cohabitation aw work in practice? crfr In response to the greater diversity of famiy ife

More information

Barriers or Bridges? CityWide. CityWide. Drugs Rehabilitation Projects the Road to Recovery. A CityWide Consultation Report. Drugs Crisis Campaign

Barriers or Bridges? CityWide. CityWide. Drugs Rehabilitation Projects the Road to Recovery. A CityWide Consultation Report. Drugs Crisis Campaign Barriers or Bridges? CityWide Drugs Crisis Campaign 11 Cadogan Road, Fairview, Dubin 3 Te: 01 836 5090 / 836 5039 Emai: info@citywide.ie Web www.citywide.ie Drugs Rehabiitation Projects the Road to Recovery

More information

Order-to-Cash Processes

Order-to-Cash Processes TMI170 ING info pat 2:Info pat.qxt 01/12/2008 09:25 Page 1 Section Two: Order-to-Cash Processes Gregory Cronie, Head Saes, Payments and Cash Management, ING O rder-to-cash and purchase-topay processes

More information

Message. The Trade and Industry Bureau is committed to providing maximum support for Hong Kong s manufacturing and services industries.

Message. The Trade and Industry Bureau is committed to providing maximum support for Hong Kong s manufacturing and services industries. Message The Trade and Industry Bureau is committed to providing maximum support for Hong Kong s manufacturing and services industries. With the weight of our economy shifting towards knowedge-based and

More information

GRADUATE RECORD EXAMINATIONS PROGRAM

GRADUATE RECORD EXAMINATIONS PROGRAM VALIDITY and the GRADUATE RECORD EXAMINATIONS PROGRAM BY WARREN W. WILLINGHAM EDUCATIONAL TESTING SERVICE, PRINCETON, NEW JERSEY Vaidity and the Graduate Record Examinations Program Vaidity and the Graduate

More information

A guide to understanding Childcare Proceedings

A guide to understanding Childcare Proceedings A guide to understanding Chidcare Proceedings About this guide Care Proceedings are one of the most traumatic and emotiona episodes that can happen in anyone s ife. When Chidren s Services (formery Socia

More information

ICAP CREDIT RISK SERVICES. Your Business Partner

ICAP CREDIT RISK SERVICES. Your Business Partner ICAP CREDIT RISK SERVICES Your Business Partner ABOUT ICAP GROUP ICAP Group with 56 miion revenues for 2008 and 1,000 empoyees- is the argest Business Services Group in Greece. In addition to its Greek

More information

July 2014. separation

July 2014. separation Juy 2014 separation When a marriage breaks down, the coupe can arrange for a forma separation. The coupe may eventuay decide to divorce (see separate information eafet on Divorce). There are two different

More information

Using School Leadership Teams to Meet the Needs of English Language Learners

Using School Leadership Teams to Meet the Needs of English Language Learners Nationa Center on Response to Intervention Information Brief: Using Schoo Leadership Teams to Meet the Needs of Engish Language Learners M. Movit, I. Petrykowska, and D. Woodruff May 2010 Leadership teams

More information

Professional Kingston

Professional Kingston Professiona Kingston Organisationa and workforce deveopment soutions n Facuty of Business and Law Aways improving 0/1 Contents Wecome 2 Why Kingston? 4 Course portfoio 6 Course detais 8 Work-based earning

More information

ASSET MANAGEMENT OUR APPROACH

ASSET MANAGEMENT OUR APPROACH ASSET MANAGEMENT OUR APPROACH CONTENTS FOREWORD 3 INTRODUCTION 4 ASSET MANAGEMENT? 6 THE NEED FOR CHANGE 6 KEY PRINCIPLES 7 APPENDIX 1 19 GLOSSARY 20 2 FOREWORD Few things affect our customers ives as

More information

We are XMA and Viglen.

We are XMA and Viglen. alearn with Microsoft 16pp 21.07_Layout 1 22/12/2014 10:49 Page 1 FRONT COVER alearn with Microsoft We are XMA and Vigen. Ca us now on 0115 846 4900 Visit www.xma.co.uk/aearn Emai alearn@xma.co.uk Foow

More information

Patient Safety. Royal College of General Practitioners Curriculum Statement 3.2

Patient Safety. Royal College of General Practitioners Curriculum Statement 3.2 Roya Coege of Genera Practitioners Curricuum Statement 3.2 Patient Safety One in a series of curricuum statements produced by the Roya Coege of Genera Practitioners: 1 Being a Genera Practitioner 2 The

More information

Welcome to Colonial Voluntary Benefits. Thank you for your interest in our Universal Life with the Accelerated Death Benefit for Long Term Care Rider.

Welcome to Colonial Voluntary Benefits. Thank you for your interest in our Universal Life with the Accelerated Death Benefit for Long Term Care Rider. Heo, Wecome to Coonia Vountary Benefits. Thank you for your interest in our Universa Life with the Acceerated Death Benefit for Long Term Care Rider. For detai pease ca 877-685-2656. Pease eave your name,

More information

Fixed income managers: evolution or revolution

Fixed income managers: evolution or revolution Fixed income managers: evoution or revoution Traditiona approaches to managing fixed interest funds rey on benchmarks that may not represent optima risk and return outcomes. New techniques based on separate

More information

Maths in Primary School

Maths in Primary School Maths in Primary Schoo Incuding Resuts of an INTO Survey Irish Nationa Teachers Organisation 35 Parne Square Dubin 1 Teephone: 01 8047700 Fax: 01 872 2462 Emai: info@into.ie Web: http://www.into.ie Genera

More information

professional indemnity insurance proposal form

professional indemnity insurance proposal form professiona indemnity insurance proposa form Important Facts Reating To This Proposa Form You shoud read the foowing advice before proceeding to compete this proposa form. Duty of Discosure Before you

More information

Chapter 3: JavaScript in Action Page 1 of 10. How to practice reading and writing JavaScript on a Web page

Chapter 3: JavaScript in Action Page 1 of 10. How to practice reading and writing JavaScript on a Web page Chapter 3: JavaScript in Action Page 1 of 10 Chapter 3: JavaScript in Action In this chapter, you get your first opportunity to write JavaScript! This chapter introduces you to JavaScript propery. In addition,

More information

Leadership Effectiveness Analysis

Leadership Effectiveness Analysis Leadership Effectiveness Anaysis Leadership 36 Report Chris Wiiams Wecome to Leadership 36! This powerfu process of persona deveopment is designed to provide feedback to you on 22 eadership practices from

More information

ELECTRONIC FUND TRANSFERS YOUR RIGHTS AND RESPONSIBILITIES

ELECTRONIC FUND TRANSFERS YOUR RIGHTS AND RESPONSIBILITIES ELECTRONIC FUND TRANSFERS YOUR RIGHTS AND RESPONSIBILITIES The Eectronic Fund Transfers we are capabe of handing for consumers are indicated beow, some of which may not appy your account Some of these

More information

Hamstring strains. What is a hamstring strain? How do hamstring strains occur? what you ll find in this brochure

Hamstring strains. What is a hamstring strain? How do hamstring strains occur? what you ll find in this brochure what you find in this brochure What is a hamstring strain? How do hamstring strains occur? What you shoud do if a hamstring strain occurs. What rehabiitation you shoud do. Exampe of a return to pay strategy.

More information

Overview of Health and Safety in China

Overview of Health and Safety in China Overview of Heath and Safety in China Hongyuan Wei 1, Leping Dang 1, and Mark Hoye 2 1 Schoo of Chemica Engineering, Tianjin University, Tianjin 300072, P R China, E-mai: david.wei@tju.edu.cn 2 AstraZeneca

More information

Multi-Agency Practice Guidance

Multi-Agency Practice Guidance Muti-Agency Practice Guidance Practice Guidance for a agencies produced by Nottinghamshire and Nottingham City Loca Safeguarding Chidren Boards (LSCBs) Emotiona Abuse Muti-Agency Practice Guidance Produced

More information

Infrastructure for Business

Infrastructure for Business Infrastructure for Business The IoD Member Broadband Survey Infrastructure for Business 2013 #5 The IoD Member Broadband Survey The IoD Member Broadband Survey Written by: Corin Tayor, Senior Economic

More information

Personal and Public Involvement Toolkit for Staff

Personal and Public Involvement Toolkit for Staff Persona and Pubic Invovement Tookit for Staff INTRODUCTION The Southern Trust is committed to ensuring that everyone who needs to and wishes to be invoved in the panning, deveopment and evauation of its

More information

SMALL SCHOOLS WORK A HANDBOOK FOR TEACHERS IN SMALL RURAL SCHOOLS ALAN SIGSWORTH AND KAFU JAN SOLSTAD

SMALL SCHOOLS WORK A HANDBOOK FOR TEACHERS IN SMALL RURAL SCHOOLS ALAN SIGSWORTH AND KAFU JAN SOLSTAD MAKING SMALL SCHOOLS WORK A HANDBOOK FOR TEACHERS IN SMALL RURAL SCHOOLS ALAN SIGSWORTH AND KAFU JAN SOLSTAD UNESCO Internationa Institute for Capacity Buiding in Africa Addis Ababa, Ethiopia 2001 CONTENTS

More information

How to Cut Health Care Costs

How to Cut Health Care Costs How to Cut Heath Care Costs INSIDE: TEN TIPS FOR MEDICARE BENEFICIARIES What is one of the biggest financia surprises in retirement? Heath care costs. It s a growing concern among many Medicare beneficiaries,

More information

Addressing the Housing Needs of People using Mental Health Services A GUIDANCE PAPER

Addressing the Housing Needs of People using Mental Health Services A GUIDANCE PAPER Addressing the Housing Needs of Peope using Menta Heath Services A GUIDANCE PAPER Prepared by a muti-agency advisory group for the HSE Nationa Vision for Change Working Group Addressing the Housing Needs

More information

SABRe B2.1: Design & Development. Supplier Briefing Pack.

SABRe B2.1: Design & Development. Supplier Briefing Pack. SABRe B2.1: Design & Deveopment. Suppier Briefing Pack. 2013 Ros-Royce pc The information in this document is the property of Ros-Royce pc and may not be copied or communicated to a third party, or used

More information

Annual Notice of Changes for 2016

Annual Notice of Changes for 2016 Easy Choice Best Pan (HMO) offered by Easy Choice Heath Pan, Inc. Annua Notice of Changes for 2016 You are currenty enroed as a member of Easy Choice Best Pan (HMO). Next year, there wi be some changes

More information

Singapore Maths. in Key Stage 1 JULIE HARRISON Mathematics LEAD TEACHER. Introduction

Singapore Maths. in Key Stage 1 JULIE HARRISON Mathematics LEAD TEACHER. Introduction 143 Singapore Maths in Key Stage 1 JULIE HARRISON Mathematics LEAD TEACHER Introduction Mathematics underpins our daiy ives. It s a subject of vita importance, and this has never been more true than today.

More information

Diploma Decisions for Students with Disabilities. What Parents Need to Know

Diploma Decisions for Students with Disabilities. What Parents Need to Know Dipoma Decisions for Students with Disabiities What Parents Need to Know Forida Department of Education Bureau of Exceptiona Education and Student Services Revised 2005 This is one of many pubications

More information

Accounting in the Construction Industry

Accounting in the Construction Industry Accounting in the Construction Industry How your CPA can hep you be among the 80 percent of contractors expected to survive the next year, rather than the 20 percent expected to fai. This whitepaper wi

More information

IMPLEMENTING THE RATE STRUCTURE: TIERING IN THE FEE-FOR-SERVICE SYSTEM

IMPLEMENTING THE RATE STRUCTURE: TIERING IN THE FEE-FOR-SERVICE SYSTEM The New Jersey Department of Human Services Division of Deveopmenta Disabiities 1 IMPLEMENTING THE RATE STRUCTURE: TIERING IN THE FEE-FOR-SERVICE SYSTEM Eizabeth M. Shea Assistant Commissioner Thomas S.

More information

Older people s assets: using housing equity to pay for health and aged care

Older people s assets: using housing equity to pay for health and aged care Key words: aged care; retirement savings; reverse mortgage; financia innovation; financia panning Oder peope s assets: using housing equity to pay for heath and aged care The research agenda on the ageing

More information

The BBC s management of its Digital Media Initiative

The BBC s management of its Digital Media Initiative The BBC s management of its Digita Media Initiative Report by the Comptroer and Auditor Genera presented to the BBC Trust s Finance and Compiance Committee, 13 January 2011 Department for Cuture, Media

More information

Pay-on-delivery investing

Pay-on-delivery investing Pay-on-deivery investing EVOLVE INVESTment range 1 EVOLVE INVESTMENT RANGE EVOLVE INVESTMENT RANGE 2 Picture a word where you ony pay a company once they have deivered Imagine striking oi first, before

More information

School facilities and community sport Creating the win-win scenario

School facilities and community sport Creating the win-win scenario Schoo faciities and community sport Creating the win-win scenario 1 Win win New and existing schoo faciities have the potentia to transform sport and the cub infrastructure whist supporting education and

More information

ELECTRONIC FUND TRANSFERS YOUR RIGHTS AND RESPONSIBILITIES. l l l

ELECTRONIC FUND TRANSFERS YOUR RIGHTS AND RESPONSIBILITIES. l l l ELECTRONIC FUND TRANSFERS YOUR RIGHTS AND RESPONSIBILITIES The Eectronic Fund Transfers we are capabe of handing for consumers are indicated beow, some of which may not appy your account Some of these

More information

Preparing for specialty recruitment Interview Practice. Lisa Stone STFS Careers Department lstone@kssdeanery.ac.uk

Preparing for specialty recruitment Interview Practice. Lisa Stone STFS Careers Department lstone@kssdeanery.ac.uk Preparing for speciaty recruitment Interview Practice Lisa Stone STFS Careers Department stone@kssdeanery.ac.uk Overview Timeines and recruitment speciaty evenings Recap of 4 stage mode: Sef-assessment

More information

Accreditation: Supporting the Delivery of Health and Social Care

Accreditation: Supporting the Delivery of Health and Social Care Accreditation: Supporting the Deivery of Heath and Socia Care PHARMACY E F P T O L P E D P E C M F D T G L E F R Accreditation: Supporting the Deivery of Heath and Socia Care June 9, 2015 marks Word Accreditation

More information

Libraries at colleges and universities provide a challenging

Libraries at colleges and universities provide a challenging Human Resource Administration in the Academic Library Dennis R. Defa Libraries at coeges and universities provide a chaenging environment for the practice of human resource (HR) administration. The dynamics

More information

Bereavement benefits. Help for widows, widowers and surviving civil partners

Bereavement benefits. Help for widows, widowers and surviving civil partners Bereavement benefits Hep for widows, widowers and surviving civi partners Bereavement Payment Widowed Parent s Aowance Bereavement Aowance This pack contains more information about bereavement benefits

More information

Income Protection Solutions. Policy Wording

Income Protection Solutions. Policy Wording Income Protection Soutions Poicy Wording Wecome to Aviva This booket tes you a you need to know about your poicy, incuding: what to do if you need to caim what s covered, and expanations of some of the

More information

Business Banking. A guide for franchises

Business Banking. A guide for franchises Business Banking A guide for franchises Hep with your franchise business, right on your doorstep A true understanding of the needs of your business: that s what makes RBS the right choice for financia

More information

2015-16. A guide for parents about admission arrangements to Secondary Schools. Closing date 31 October 2014. City of Bradford Metropolitan District

2015-16. A guide for parents about admission arrangements to Secondary Schools. Closing date 31 October 2014. City of Bradford Metropolitan District A guide for parents about admission arrangements to Secondary Schoos City of Bradford Metropoitan District 2015-16 Cosing date 31 October 2014 Appy onine at www.bradford.gov.uk/admissions Department of

More information

Education sector: Working conditions and job quality

Education sector: Working conditions and job quality European Foundation for the Improvement of Living and Working Conditions sector: Working conditions and job quaity Work pays a significant roe in peope s ives, in the functioning of companies and in society

More information

Federal Financial Management Certificate Program

Federal Financial Management Certificate Program MANAGEMENT CONCEPTS Federa Financia Management Certificate Program Training to hep you achieve the highest eve performance in: Accounting // Auditing // Budgeting // Financia Management ENROLL TODAY! Contract

More information

TMI ING Guide to Financial Supply Chain Optimisation 29. Creating Opportunities for Competitive Advantage. Section Four: Supply Chain Finance

TMI ING Guide to Financial Supply Chain Optimisation 29. Creating Opportunities for Competitive Advantage. Section Four: Supply Chain Finance TMI171 ING info pat :Info pat.qxt 19/12/2008 17:02 Page 29 ING Guide to Financia Suppy Chain Optimisation Creating Opportunities for Competitive Advantage Section Four: Suppy Chain Finance Introduction

More information

Integrating Risk into your Plant Lifecycle A next generation software architecture for risk based

Integrating Risk into your Plant Lifecycle A next generation software architecture for risk based Integrating Risk into your Pant Lifecyce A next generation software architecture for risk based operations Dr Nic Cavanagh 1, Dr Jeremy Linn 2 and Coin Hickey 3 1 Head of Safeti Product Management, DNV

More information

Consumer Directed Community Supports. Lead Agency Operations Manual

Consumer Directed Community Supports. Lead Agency Operations Manual Consumer Directed Community Supports Lead Agency Operations Manua Tabe of Contents Introduction to Consumer Directed Community Supports (CDCS) 1 Impementation of CDCS Statewide 2 1.1 HCBS Program Eigibiity

More information

World Accreditation Day

World Accreditation Day Word Accreditation Day 9 June 2016 www.pubicsectorassurance.org Accreditation: A goba too to support Pubic Poicy Accreditation: A goba too to support Pubic Poicy Standards, accreditation and conformity

More information

Uncovered Report: Cash Plan and Private Health Insurance Explained

Uncovered Report: Cash Plan and Private Health Insurance Explained Uncovered Report: Cash Pan and Private Heath Insurance Expained Contents 3 Introduction 4 Cash pan products 6 Private heath insurance products 9 How the two pans match up? 10 Concusion 33256_ONEGI_GEN3480_BRO.indd

More information