教育的现行立法框架（学习额外的支持）（苏格兰）2004法案要求学校满足所有孩子的父母需要帮助，照顾者和学生与ASD认识自己的优势和挑战，提出的策略来支持他们的学习。所有儿童都有平等的权利获得广泛和平衡的课程与支持的基础上继续评估，干预和审查，以适应他们的需要。干预措施应该有一个成功的跟踪记录，并允许持续的评估，以支持儿童或年轻人的持续发展。在Hunt，索托，公司进行的研究，与公司（2003）、统一计划的支持（UPS）团队研究。每月参加一次UPS团队会议以评估和重新评估现有计划的儿童在测量的测试分数中有所增加，对于有自闭症的儿童或年轻人来说，社会课程和学术课程一样重要。评估应考虑社会和沟通技巧，如社会交往，语言和沟通，自我意识，独立，发挥和想象力和情绪理解。评估过程应确定教育和未来目标的关键领域。这些目标不应该仅仅基于学术。为了满足自闭症患者的需要，需要有目的的自我帮助和生活技能和学业成绩之间的平衡..
美国北卡罗来纳论文代写:现行立法框架
The current legislative framework of The Education (Additional Support for Learning) (Scotland) Act 2004 requires schools to meet the needs of all children by helping parents, carers and pupils with ASD understand their strengths and challenges and put strategies in place to support their learning. All children have an equal right to access a broad and balanced curriculum with supports adapted to their needs based on continued assessment, intervention and review. Interventions should have a proven track record of success and allow ongoing evaluation in order to support the continued development of the child or young person. In research conducted by Hunt, Soto, Maier, & Doering (2003), a Unified Plans of Support (UPS) team was studied. Children who had a UPS team meeting once a month to assess and re-evaluate existing plans increased in measured test scores.For a child or young person with ASD, the social curriculum is just as important as the academic curriculum. Assessment should consider social and communication skills e.g. social interaction, language and communication, self awareness, independence, play and imagination and emotional understanding. The assessment process should identify key areas for setting educational and future targets. These targets should not be solely academically based. In order to meet the needs of an individual with ASD, there needs to be a balance between purposeful self help and life skills and academic achievement..
