Spending on autism awareness training in the National Health Service is not collected centrally.

The 2010 Adult Autism Strategy for England, Fulfilling and Rewarding Lives and its related statutory guidance for the NHS and local authorities made it clear that basic autism training should be available to all staff working in health and social care. This has also been highlighted in, Think Autism—the recent update to the 2010 strategy. Since the 2010 strategy, Health Education England (HEE) has been established to ensure that the NHS workforce has the right numbers, skills, values and behaviours to meet patients’ needs today and tomorrow. As part of the Government’s 2014-15 Mandate to HEE, they should work with the royal colleges and other stakeholders to ensure staff are aware of the range of mental health conditions so they can provide appropriate care and support, and focus should include autism awareness.

The Care Bill has simplified the process for adult carers in England to access an assessment of need for social care, based on the appearance of a need for support.

The Children and Families Act has introduced new arrangements for supporting young people with a special educational need, and their families. A single assessment

involving professionals and commissioners, and the child’s family, will identify the care needs for the child or young person (from ages 0 to 25) to inform an individual Education, Health and Care Plan focusing on outcomes and the integrated services to deliver them.

DWP is committed to supporting disabled people to find a suitable, sustainable job in their local area, and delivers support through its network of advisers, including Disability Employment Advisers. All advisers in Jobcentres receive training enabling them to support people with disabilities, including those with autism. They help people identify and overcome their personal barriers to work rather than assessing disabled people purely according to their health condition. We ensure that anyone with autism and/or other hidden impairments can access the services of the Disability Employment Adviser and will continue to do so.

Those customers with autism spectrum conditions who require greater support have access to specialist services including specialist provision or the support of Work Psychologist services via the Disability Employment Adviser.

As part of the “Think Autism” review DWP has been involved in a number of stakeholder consultation events at which people with autism and other interested stakeholders were given the opportunity to put forward their views and opinions on how DWP could improve its services for people with Autistic Spectrum Conditions and associated Hidden Impairment Conditions.

DWP is the lead department supporting the Disability Confident campaign. This is a positive action campaign launched by the Prime Minister to promote the skills, talents and abilities of disabled people, including those with autism, to the widest possible business community.

Access to Work provides additional support for individuals whose health or disability affects the way they do their job. It provides individuals and their employers with advice and support with extra costs which may arise because of an individual’s needs.

All Jobcentre Plus staff have access to a comprehensive learning programme which includes a specific focus on taking consideration of individuals’ personal circumstances. This training ensures staff are aware that disabilities and health conditions including autism can affect individuals in different ways.

Specialist help can be provided by Disability Employment Advisers who have extensive additional courses appropriate to this specialist area. This training has been designed with input from Specialist DWP Work Psychologists to enable these advisers to support people with particular complex needs. This training includes case studies relating to autism.

The Skills Funding Agency contracts to deliver the National Careers Service in England. All National Careers Service careers advisers are required to have a recognised careers guidance qualification. This will include training on how to respond to the needs of

different customers. The Skills Funding Agency, which is an Executive Agency of the Department for Business, Innovation, and Skills, maintains the responsibility for ensuring that Careers Advisers are appropriately skilled and qualified.

The Department for Education does not employ any exclusion advisers.

The exclusion adviser referred to in the answer of 4 March 2014, Official Report, columns 787-88W, on pupil exclusions: autism is employed by the National Autistic Society using a grant provided by the Department under the National Prospectus Grants Programme 2013-15.

Pathological demand avoidance (PDA) is not recognised within either the International Statistical Classification of Diseases and Related Health Problems (ICD) or the Diagnostic and Statistical Manual of Mental Disorders (DSM). As a result, there are no specific recommendations for the diagnosis or treatment of PDA.

In the course of the development of the National Institute for Health and Care Excellence (NICE) clinical guideline on the treatment of autism in children and young people (CG128), the developers looked at differential diagnoses for autism. In this, they did consider PDA, identifying it as a particular subgroup of autism that could also be described as oppositional defiant disorder (ODD). The guidance recommends that consideration should be given to differential diagnoses for autism (including ODD) and whether specific assessments are needed to help interpret the autism history and observations. However, due to the lack of evidence and the fact that the syndrome is not recognised within the DSM or ICD classifications, NICE was unable to develop specific recommendations on the assessment and treatment of PDA.

The Department therefore has no current plans to issue specific guidance on PDA.

However, we would expect the diagnosis, appropriate treatment and well-being of people with autism spectrum disorders to be addressed in plans outlined in both the adult autism strategy, “Fulfilling and Rewarding Lives”, and the recently published update of the adult autism strategy, “Think Autism”.

The strategy and the recent update both clearly recognise the importance of diagnosis as a vital step to ensuring appropriate support and treatment. Since the publication of the strategy in 2010, we have taken a number of steps to support local areas develop a clear pathway to diagnosis. Health services should have a pathway to diagnosis just as local authorities should have a clear framework for assessing the care and support needs of children and adults with autism. The Department for Education has worked closely with the Department of Health over a number of years to encourage early identification of potential autism and to link this with relevant support in school.

The NICE Clinical Guidelines, “Recognition, referral and diagnosis of children and young people on the autism spectrum and Recognition, referral, diagnosis and management of adults on the autism spectrum” recommend the creation of diagnostic leads in every area together with a multi-disciplinary autism group to support the development and delivery of clear, local autism pathways. Our recent self-assessment exercise to map progress locally and nationally with delivery of the adult autism strategy showed that these structures are in place in many areas which should avoid unacceptable regional variations.

Improving well-being of children and adults with autism is a core component of “Think Autism” which focuses on three key areas: enabling people to be included in their local community; promoting innovative, local ideas, services or projects which can help people in their communities through new models of care; providing comprehensive, joined up advice and information for people.

Pathological demand avoidance (PDA) is not recognised within either the International Statistical Classification of Diseases and Related Health Problems (ICD) or the Diagnostic and Statistical Manual of Mental Disorders (DSM). As a result, there are no specific recommendations for the diagnosis or treatment of PDA.

In the course of the development of the National Institute for Health and Care Excellence (NICE) clinical guideline on the treatment of autism in children and young people (CG128), the developers looked at differential diagnoses for autism. In this, they did consider PDA, identifying it as a particular subgroup of autism that could also be described as oppositional defiant disorder (ODD). The guidance recommends that consideration should be given to differential diagnoses for autism (including ODD) and whether specific assessments are needed to help interpret the autism history and observations. However, due to the lack of evidence and the fact that the syndrome is not recognised within the DSM or ICD classifications, NICE was unable to develop specific recommendations on the assessment and treatment of PDA.

The Department therefore has no current plans to issue specific guidance on PDA.

However, we would expect the diagnosis, appropriate treatment and well-being of people with autism spectrum disorders to be addressed in plans outlined in both the adult autism strategy, “Fulfilling and Rewarding Lives”, and the recently published update of the adult autism strategy, “Think Autism”.

The strategy and the recent update both clearly recognise the importance of diagnosis as a vital step to ensuring appropriate support and treatment. Since the publication of the strategy in 2010, we have taken a number of steps to support local areas develop a clear pathway to diagnosis. Health services should have a pathway to diagnosis just as local authorities should have a clear framework for assessing the care and support needs of children and adults with autism. The Department for Education has worked closely with the Department of Health over a number of years to encourage early identification of potential autism and to link this with relevant support in school.

The NICE Clinical Guidelines, “Recognition, referral and diagnosis of children and young people on the autism spectrum and Recognition, referral, diagnosis and management of adults on the autism spectrum” recommend the creation of diagnostic leads in every area together with a multi-disciplinary autism group to support the development and delivery of clear, local autism pathways. Our recent self-assessment exercise to map progress locally and nationally with delivery of the adult autism strategy showed that these structures are in place in many areas which should avoid unacceptable regional variations.

Improving well-being of children and adults with autism is a core component of “Think Autism” which focuses on three key areas: enabling people to be included in their local community; promoting innovative, local ideas, services or projects which can help people in their communities through new models of care; providing comprehensive, joined up advice and information for people.

Pathological demand avoidance (PDA) is not recognised within either the International Statistical Classification of Diseases and Related Health Problems (ICD) or the Diagnostic and Statistical Manual of Mental Disorders (DSM). As a result, there are no specific recommendations for the diagnosis or treatment of PDA.

In the course of the development of the National Institute for Health and Care Excellence (NICE) clinical guideline on the treatment of autism in children and young people (CG128), the developers looked at differential diagnoses for autism. In this, they did consider PDA, identifying it as a particular subgroup of autism that could also be described as oppositional defiant disorder (ODD). The guidance recommends that consideration should be given to differential diagnoses for autism (including ODD) and whether specific assessments are needed to help interpret the autism history and observations. However, due to the lack of evidence and the fact that the syndrome is not recognised within the DSM or ICD classifications, NICE was unable to develop specific recommendations on the assessment and treatment of PDA.

The Department therefore has no current plans to issue specific guidance on PDA.

However, we would expect the diagnosis, appropriate treatment and well-being of people with autism spectrum disorders to be addressed in plans outlined in both the adult autism strategy, “Fulfilling and Rewarding Lives”, and the recently published update of the adult autism strategy, “Think Autism”.

The strategy and the recent update both clearly recognise the importance of diagnosis as a vital step to ensuring appropriate support and treatment. Since the publication of the strategy in 2010, we have taken a number of steps to support local areas develop a clear pathway to diagnosis. Health services should have a pathway to diagnosis just as local authorities should have a clear framework for assessing the care and support needs of children and adults with autism. The Department for Education has worked closely with the Department of Health over a number of years to encourage early identification of potential autism and to link this with relevant support in school.

The NICE Clinical Guidelines, “Recognition, referral and diagnosis of children and young people on the autism spectrum and Recognition, referral, diagnosis and management of adults on the autism spectrum” recommend the creation of diagnostic leads in every area together with a multi-disciplinary autism group to support the development and delivery of clear, local autism pathways. Our recent self-assessment exercise to map progress locally and nationally with delivery of the adult autism strategy showed that these structures are in place in many areas which should avoid unacceptable regional variations.

Improving well-being of children and adults with autism is a core component of “Think Autism” which focuses on three key areas: enabling people to be included in their local community; promoting innovative, local ideas, services or projects which can help people in their communities through new models of care; providing comprehensive, joined up advice and information for people.

Pathological demand avoidance (PDA) is not recognised within either the International Statistical Classification of Diseases and Related Health Problems (ICD) or the Diagnostic and Statistical Manual of Mental Disorders (DSM). As a result, there are no specific recommendations for the diagnosis or treatment of PDA.

In the course of the development of the National Institute for Health and Care Excellence (NICE) clinical guideline on the treatment of autism in children and young people (CG128), the developers looked at differential diagnoses for autism. In this, they did consider PDA, identifying it as a particular subgroup of autism that could also be described as oppositional defiant disorder (ODD). The guidance recommends that consideration should be given to differential diagnoses for autism (including ODD) and whether specific assessments are needed to help interpret the autism history and observations. However, due to the lack of evidence and the fact that the syndrome is not recognised within the DSM or ICD classifications, NICE was unable to develop specific recommendations on the assessment and treatment of PDA.

The Department therefore has no current plans to issue specific guidance on PDA.

However, we would expect the diagnosis, appropriate treatment and well-being of people with autism spectrum disorders to be addressed in plans outlined in both the adult autism strategy, “Fulfilling and Rewarding Lives”, and the recently published update of the adult autism strategy, “Think Autism”.

The strategy and the recent update both clearly recognise the importance of diagnosis as a vital step to ensuring appropriate support and treatment. Since the publication of the strategy in 2010, we have taken a number of steps to support local areas develop a clear pathway to diagnosis. Health services should have a pathway to diagnosis just as local authorities should have a clear framework for assessing the care and support needs of children and adults with autism. The Department for Education has worked closely with the Department of Health over a number of years to encourage early identification of potential autism and to link this with relevant support in school.

The NICE Clinical Guidelines, “Recognition, referral and diagnosis of children and young people on the autism spectrum and Recognition, referral, diagnosis and management of adults on the autism spectrum” recommend the creation of diagnostic leads in every area together with a multi-disciplinary autism group to support the development and delivery of clear, local autism pathways. Our recent self-assessment exercise to map progress locally and nationally with delivery of the adult autism strategy showed that these structures are in place in many areas which should avoid unacceptable regional variations.

Improving well-being of children and adults with autism is a core component of “Think Autism” which focuses on three key areas: enabling people to be included in their local community; promoting innovative, local ideas, services or projects which can help people in their communities through new models of care; providing comprehensive, joined up advice and information for people.

The Department for Education has made no assessment of the Diagnostic and Statistical 5 (DSM-5) diagnosis for autism. Diagnostic methods are matters for appropriately qualified professionals. Schools and local authorities have duties to identify, assess and make suitable provision for children with special educational needs whether they have a medical diagnosis or not.

Funding is given to the National Autistic Society under the Department’s National Prospectus Grants Programme covering April 2013 to March 2015. Of the £440,000 under this grant, the Society estimates that some £80,000 over the two years will have been spent on the exclusions work. This will cover the salary of the exclusion adviser, related costs such as pension and national insurance contributions, recruitment costs, overheads, the production of resources, along with a report and its dissemination.

The reforms made in Part 3 of the Children and Families Act 2014 will improve education for all pupils with special educational needs and disabilities (SEND). These reforms will ensure that there is a focus on identifying the individual needs and aspirations of children and young people with the full involvement of their families. The Act requires joint planning and commissioning of services across education, health and social care, so that these needs can be met more effectively.

The National Autistic Society acknowledges that pathological demand avoidance is increasingly becoming recognised as part of the autism spectrum. The Department for Education continues to fund the Autism Education Trust to provide training to early years, school and further education staff on autism. We also provide grant funding to organisations including Ambitious about Autism and the National Autistic Society in order to support implementation of the reforms.

An interim evaluation of the school exclusions pilot, published in March 2013, found early indications of schools taking more responsibility for pupils at risk of exclusion, collaborating with each other and working in partnership with local authorities to improve alternative provision in their areas. Such approaches benefit all pupils vulnerable to exclusion, including those with autism.

The Department for Education has introduced wide ranging reforms through the Children and Families Act 2014 to improve provision and support for children and young people with special educational needs or a disability.

The Act requires local authorities to publish a local offer of services for children and young people with special educational needs (SEN) or a disability. The local offer will set out in one place information about provision families can expect to be available across education, health and social care for children and young people who have SEN or are disabled, including those who do not have education, health and care (EHC) plans.

The local offer will provide children, young people and parents with clear, comprehensive and accessible information about the services and support available and how to access it, including that from schools.

It will make provision more responsive to local needs and aspirations by directly involving families and service providers in its development and review, enabling them to have a greater say in how services and support develop over time.

This should therefore have an important role to play in improving outcomes and reducing exclusions for children and young people with SEN, including those with autism.

An interim evaluation of the school exclusions pilot, published in March 2013, found early indications of schools taking more responsibility for pupils at risk of exclusion, collaborating with each other and working in partnership with local authorities to improve alternative provision in their areas. Such approaches benefit all pupils vulnerable to exclusion, including those with autism.

The Department for Education has introduced wide ranging reforms through the Children and Families Act 2014 to improve provision and support for children and young people with special educational needs or a disability.

The Act requires local authorities to publish a local offer of services for children and young people with special educational needs (SEN) or a disability. The local offer will set out in one place information about provision families can expect to be available across education, health and social care for children and young people who have SEN or are disabled, including those who do not have education, health and care (EHC) plans.

The local offer will provide children, young people and parents with clear, comprehensive and accessible information about the services and support available and how to access it, including that from schools.

It will make provision more responsive to local needs and aspirations by directly involving families and service providers in its development and review, enabling them to have a greater say in how services and support develop over time.

This should therefore have an important role to play in improving outcomes and reducing exclusions for children and young people with SEN, including those with autism.

As part of their legal duties in relation to exclusion, schools must have regard to the statutory guidance issued by the Department for Education. Parents approaching the Department with concerns about an exclusion are informed about the formal routes of challenge available to them and directed to sources of free and impartial advice. If the Department identifies that a governing body has acted unlawfully or unreasonably in carrying out its legal duties, and it would be expedient to do so, then the Secretary of State could issue a direction. The Department would also pass to Ofsted any relevant evidence that fell within the inspectorate's remit.

We have no plans to specify a particular medical condition, such as autism, as a criterion for eligibility for a Blue Badge. Medical conditions are not in themselves a qualification for a Blue Badge. Provided that an applicant has a permanent and substantial disability, a local authority's eligibility decision should be based on whether they are unable to walk or have very considerable difficulty walking, not on the presence or absence of any particular diagnosis or condition.

The National Institute for Health Research (NIHR) funds a range of research on autism spectrum conditions (ASC) across the lifespan.

The NIHR Health Technology Assessment programme is currently inviting research proposals on guided self-help for depression in adults with ASC. The programme is also funding a team led by the University of Newcastle to conduct an evidence synthesis in measurement in ASC under review. This is due to report in January 2015. In addition, the programme is funding a £0.5 million study aiming to develop a manualised social stories intervention for use with children with ASC in mainstream schools that has the effect of reducing challenging behaviour. The report of the study is expected to be published in April 2015.

The NIHR Biomedical Research Centre for Mental Health has a £2.5 million, five-year research theme on neurodevelopmental disorders. This is focussed mainly on ASC and attention deficit hyperactivity disorder and aims to enable more rapid diagnosis and improve treatment of individuals with these disorders.

Since June 2013, the NIHR has been funding a clinical doctoral research fellowship at King’s College London studying treatment with adapted cognitive behaviour therapy of co-morbid social anxiety disorder in ASC.

The Government is aware that a new Cooperative Research Centre for Living with Autism Spectrum Disorders has recently been launched in Australia. This centre is based at the University of Queensland.

My Lords, people who receive a personal independence payment because they cannot walk further than 50 metres will automatically be eligible for a blue badge. However, people who do not meet this criterion may still apply directly to their local authority to see whether they meet any of the other eligibility criteria. Whatever their disability, they may be eligible if it causes very considerable difficulty in walking.