Exploring the potential of the Autism Practice Improvement Framework (APIF) to support autistic pupils' educational experiences and inclusion.

苏格兰政府已开始解决自闭症学生接受包容性教育的权利没有得到维护以及这对他们的福祉产生负面影响的问题（苏格兰儿童等，2018; CPG，2020，Scot Gov，2021 a）。尽管有这样的承诺，但教育工作者的自闭症知识和实践之间仍然存在脱节（Ferriday & Cantali，2020; Rudoe，2020; Wilson等人，2016）。时间限制、缺乏资源和培训不足已被记录为造成这一差距的原因（Ravet，2018）。无法充分接受教育对自闭症患者的生活结果产生了严重影响（Scottish Executive，2004年a）。消极的学校经历严重影响自闭症年轻人的心理健康，以至于越来越多的人正在经历自杀意念（Brede等人，2017年;苏格兰儿童等，2018; Martin-Denham，2022）。教育工作者表示需要专家投入和培训（McKinlay等人，2022年），而苏格兰政府致力于促进优质实践的知识传播，以支持教育工作者的持续专业发展（苏格兰州长，自闭症实践改进框架（APIF）是苏格兰自闭症患者用来确保高质量自闭症治疗的一个关键工具，在一系列环境中采用的具体做法，但以前没有在主流中学使用过。因此，本项目旨在研究APIF在多大程度上可以支持教育工作者发展他们的自闭症实践，维护自闭症学生的融入权利和保护他们的福祉。研究问题：1。自闭症青少年对如何调整援助基金以满足他们在主流学校的需要有什么看法？2.教育工作者和自闭症专家对如何调整APIF以支持主流学校的实践有什么看法？3.在学校实施APIF可以在多大程度上改善自闭症患者对教育实践和学习环境的适应;教师自我效能、学生包容性和福祉？

Scotland's Government has begun to address the issue of autistic pupils' rights to inclusive education not being upheld as well as the negative impact this has on their well-being (Children in Scotland et al., 2018; CPG, 2020, Scot Gov, 2021a). Despite this commitment, there is a continued disconnect between educators' autism knowledge and practice (Ferriday & Cantali, 2020; Rudoe, 2020; Wilson et al., 2016). Time constraints, lack of resources and inadequate training have been documented as reasons for this gap (Ravet, 2018). Inability to fully access education has an acute impact on autistic individuals' life outcomes (Scottish Executive, 2004a). Negative school experiences devastatingly impact autistic young people's mental health to such an extent that an increasing number of individuals are experiencing suicidal ideation (Brede et al., 2017; Children in Scotland et al., 2018; Martin-Denham, 2022). Educators have expressed the need for specialist input and training (McKinlay et al. 2022), whilst the Scottish Government has committed to facilitating knowledge distribution of quality practice to support ongoing professional development of educators (Scot Gov, 2021b).The Autism Practice Improvement Framework (APIF) is a key instrument utilised by Scottish Autism to ensure high-quality autism-specific practice in a range of settings, but it has not previously been utilised in mainstream secondary schools. Therefore, this project aims to investigate to what extent the APIF could support educators to evolve their autism practice, safeguard autistic pupils' right to inclusion and protect their well-being. Research Questions:1. What are autistic young people's perspectives on how the APIF can be adapted to meet their needs in mainstream schools? 2. What are educators' and autism specialists' perspectives on how the APIF can be adapted to support practice in mainstream schools? 3. To what extent can the implementation of the APIF in school lead to improved autism-specific adaptations to education practice and learning environments; teacher self-efficacy, pupil inclusion and wellbeing?