British and North American companies are increasingly rebranding diversity, equity, and inclusion (DEI) initiatives to avoid political backlash. Following the murder of George Floyd, many firms committed to improving workplace equality, but these efforts are now facing attacks, particularly from right-wing groups in the UK and the US. In response, some businesses are disguising their DEI work under different names, such as "wellbeing", "belonging", "community", and "culture". The article notes that some US-based companies have already scaled back their commitments. While a full-scale rollback in the UK is considered unlikely due to anti-discrimination laws, experts suggest that the political climate is making it harder for minority professionals to speak out.

A UK-based watchdog has upheld 96% of complaints it has investigated regarding the provision of special educational needs (SEN) in England. The number of complaints about Special Educational Needs and Disabilities (SEND) has risen by nearly 250% in the last five years. The head of the Local Government and Social Care Ombudsman states that the demand for support has not been met with adequate resources, causing children with needs, including autism, to lose years of their education. The story highlights one family's account of struggling to get the necessary support for their child.

The US Department of Justice has issued a memorandum to clarify what it considers "illegal DEI" activities for recipients of federal funding. This client alert from the law firm Feldesman LLP summarises the DOJ's guidance, which advises organisations to avoid activities such as diversity quotas, preferential hiring or promotion based on protected traits, and trainings that promote discrimination. The memo also suggests "best practices" to ensure compliance with federal anti-discrimination laws. The article notes that this action follows two executive orders from the Trump administration aimed at eliminating DEI programmes within government and among federal contractors.

The UK's Equality and Human Rights Commission (EHRC) has warned that the Welsh government's new Disabled People's Rights Plan risks failure without significant revisions. The plan, which aims to improve rights for disabled people across various areas, is being criticised by the equalities watchdog for lacking clear targets, timeframes, and accountability measures. This warning echoes concerns previously raised by disabled rights groups. The EHRC's Wales Committee interim chair, Martyn Jones, stated that without these changes, the plan could become "merely symbolic". The Welsh government has responded by saying it is considering feedback from a consultation and will ensure the views of disabled people are central to the final document. The plan, which is the result of four years of work, has a 10-year vision. However, critics are concerned that many of its recommendations may not be followed through, particularly after the next government is elected.

Leaders are questioning if the current drive for inclusion in education is adequately addressing "bad practice" in schools. While Ofsted and the Department for Education (DfE) are increasing their focus on inclusion in inspections and SEND reforms, some fear that the existing accountability system still penalises inclusive schools and rewards those that aren't. Concerns include Ofsted's inability to assess a school's SEND representation, the tokenistic nature of current inspection plans, and a lack of scrutiny on admissions and the impact of behaviour policies on students with SEND. Experts are calling for a clearer definition of inclusion and better use of data to identify schools that may be operating less inclusively. With significant policy changes underway, there's a push for a more robust approach to ensuring all schools genuinely embrace inclusion.

Ofsted's new inspection framework places a significant emphasis on inclusion, broadening its definition beyond pupils with SEND to also encompass the socio-economically disadvantaged and others facing learning barriers. In response, schools are being encouraged to make their teaching "inclusive by design" (rather than by accident). Tes' article advocates for adopting the Education Endowment Foundation's "five a day" evidence-based approach to inclusive teaching: explicit instruction, scaffolding, using cognitive and metacognitive strategies, flexible grouping, and the thoughtful use of technology. These methods aren't just for specific groups but represent powerful, familiar teaching practices that benefit all pupils. By building these strategies into their daily practice, teachers can help create a learning environment that is more supportive and responsive to the full range of student needs, thus making true inclusion a deliberate and consistent part of school life.

Employers across diverse sectors, from the arts to law, are increasingly recognising that neurodivergent conditions like autism and ADHD offer more benefits than drawbacks. Neurodivergent individuals often possess highly valued skills such as hyperfocus, creativity, and innovative thinking. Despite this, they face significant employment barriers due to traditional recruitment methods and rigid workplace expectations, leading to high unemployment rates. The focus is now shifting from separate hiring schemes towards universal design, creating more inclusive environments with flexible adjustments available to all staff. This approach helps dismantle stigma and unlock the unique talents a neurodiverse workforce can offer.

A York health watchdog has welcomed new council proposals to better support neurodiverse people. The City of York Council's "A City That Works For All" strategy aims to support people with autism and ADHD in the city until 2030. It will tackle stigma, improve public awareness, and reduce waiting times for assessments. This comes after it was revealed that nearly a quarter of children in York referred for autism assessments wait for over a year. The council is also creating a five-year plan for children with special educational needs and disabilities (SEND) and is inviting public feedback on both strategies.

Autism influences how people experience and interact with the world. It is a lifelong neurodivergence and disability. Autistic people are different from each other, but for a diagnosis they must share differences from non-autistic people in how they think, feel and communicate. This resource explains what autism is and what its core characteristics are.

Although Asperger Syndrome is no longer a separate diagnosis in the DSM-5, the National Autistic Society still provides information on its historical context and characteristics. This resource helps those previously diagnosed with Asperger's, or their families, understand where it fits within the broader autism spectrum and what the shift in diagnostic terminology means.

The National Autistic Society provides specific insights into how autism can present differently in girls and women, often leading to delayed or missed diagnoses. This resource sheds light on "masking" and social camouflaging behaviours, helping to improve recognition and understanding of autism in this often-underdiagnosed population.

Ambitious about Autism provides guidance on the autism diagnosis process for children, young people, and adults. It covers what to expect during assessment, the importance of a formal diagnosis, and how it can lead to tailored support. This resource is crucial for parents and carers navigating the complexities of seeking a diagnosis.

Autism represents a neurodevelopmental difference, which presents uniquely in each individual but is defined by various traits. Some autistic people require adaptations in routines and environments in order to function effectively. This resource explores the emotional, physical, and social impacts that autistic people live with. It also provides tips to people who are caring for an autistic person.

The American Psychological Association offers a comprehensive guide on autism in adulthood. This resource examines challenges including daily living and mental health, advocating for integrated services and person-centred approaches to improve outcomes and quality of life for autistic adults.

The National Autistic Society provides detailed guidance on communication strategies for and with autistic people. This resource explores various forms of communication, including verbal, non-verbal, and alternative methods, offering advice to improve understanding and reduce communication breakdowns for both autistic individuals and those interacting with them.

This article addresses challenging behaviours often exhibited by individuals with autism, offering insights into their nature and effective management strategies. It defines challenging behaviours as actions that significantly interfere with daily life, encompassing a range of expressions such as self-injury, aggression, destruction of property, and non-compliance. The article clarifies that these behaviours are complex, stemming from a variety of underlying factors.

This article explains that life with a youngster with autism and ADHD is full of high emotion - and not all of it positive - and we need to learn to ride that rollercoaster as safely as possible. It's complex, labour-intensive and ever-changing, but there is also an element of surrender. It says that we sometimes try too hard to fix people who aren't broken. In fact, they are happy living life on their terms, and sometimes it's the restraints of a rigid school system that is too difficult to navigate.

Sensory integration differences are common in autism, and this resource from the National Autistic Society offers strategies for managing sensory sensitivities. It covers understanding sensory processing, identifying triggers, and creating sensory-friendly environments to help autistic individuals cope with overwhelming or under-stimulating sensory input.

This article from Connections Counselling explores the unique challenges and potential misunderstandings within relationships where one or both partners are on the autism spectrum. It highlights that autism is frequently a "hidden disability," with many autistic individuals expending considerable energy to "mask" their traits to conform, often leading to exhaustion and exacerbated mental health issues.

This article from Milestones Autism Resources provides a comprehensive overview of essential independent living skills for autistic adults. It underscores that independence is a gradual journey, with skills developing from childhood through adulthood, and acknowledges that each autistic person possesses unique strengths, challenges, and sensory needs. The core message is the importance of assessing individual skills and providing tailored support to significantly enhance an autistic person's quality of life.