Autistic Spectrum Disorder
The RCGP has identified Autistic Spectrum Disorder as a Clinical Priority. It aims to develop and implement a strategy for primary care. Through the work of the Clinical Champion, the College will work with partners in promoting models of best practice and pathways of care and will develop learning and educational resources.
The RCGP Autism Patient Charter
The RCGP has worked with the Autism Alliance to produce this patient charter. It serves to provide a framework for making GP surgeries more ‘autism-friendly’.
Autism Awareness Resource Pack for General Practice
In May 2016, resource packs to support GPs and their teams to make their surgeries more visibly friendly for patients with an Autism Spectrum Disorder were sent to every GP practice in England. The packs support GP practices to meet the commitments of the RCGP Autism Patient Charter.
Autism Awareness Workshop Cascade Training
In May 2016, RCGP faculties hosted a series of autism awareness workshops. The below presentations were used at the events, and are intended to be used by GPs and practice staff in their own surgeries.
Autism and general practice
This leaflet has been designed by the RCGP and Research Autism to help staff who work in general practice to understand and to help patients on the autism spectrum.
Resources for people with autism and their carers
Resources for GPs and health professionals
Policy and guidance
- Ask Autism: online training
- The NHS Education for Scotland Autism Training Framework: Optimising Outcomes -The framework details the knowledge and skills required at different levels within the health and social care workforce to achieve key outcomes for people with an autism spectrum disorder, their families and carers. The Framework applies to those in generic services through to those working in specialist ASD services. Following the publication of the Framework, the training plan outlines the training needed to fulfil the requirements of the Training Framework by (i) identifying currently available training; (ii) identifying gaps in training provision, and, (iii) guiding the development of appropriate training.