IntroductIion
A
Leicestershire SEN and Extended Services
The Inclusion Development Programme
Support for Pupils on the Autism
Spectrum
LA advice pack to support schools in
exploring, reflecting upon and delivering
upon and delivering the Inclusion Development Programme
-Supporting Pupils on the Autism Spectrum
Contents :
General Information:
A brief overview of the Inclusion Development Programme
Page 3-4
Getting started on the IDP – Flowchart
Page 5
Links to whole school and national priorities
Page 6
Early Years IDP:
Overview of the Early Years IDP Units
Page 7-9
Primary and Secondary IDP:
Overview of key messages
Page 11-13
Page by page description of each Unit
Page 15-24
Additional tabs explained
Page 25-26
Self-Evaluation Sheets:
Page 27- 35
Self-evaluation Tools checklist for the learner
Page 29-31
Whole school self-evaluation
Page 32-35
Audit Tools and Planning Sheets:
Page 37-60
Sensory Audit for schools and classrooms
Page 37-40
Sensory checklist for staff to complete with pupils
Page 41-43
Prioritisation, planning sheet for IDP Training
PUPIL QUESTIONNAIRE
IDP Action Plan template and example
Page 45-47
Page 49-51
Page 53- 60
Additional Materials
:
Website
Support across LA by EPS
Page 61-62
Purpose:
This pack has been devised to support schools in navigating the IDP materials and
/improvement plans.
It is not a replacement for the materials available on the IDP disc
Materials available:
IntroductIion
The Inclusion Development Programme
The National Strategies are responsible for taking forward the commitment made in the
DfES publication
Removing Barriers to Achievement,
by providing continuing professional
development (CPD) to all mainstream practitioners, to increase their confidence and
expertise in meeting high incidence SEN in schools. This commitment has resulted in the
development of the Inclusion Development Programme (IDP) - a four year training
programme. In the first year, the focus was on identifying and addressing barriers to
learning for pupils with dyslexia and also for those with speech, language and
communication needs (SLCN.) This year the IDP targets the needs of pupils with autistic
spectrum disorder. It is planned that this will be followed by CPD on supporting pupils
with behavioural, emotional and social difficulties and then those with other cognitive
needs.
The main difference about the IDP to other National Strategy interventions and
resources is the expectation that all school practitioners in mainstream settings
undertake and complete it. It is however, not statutory.
The Autism IDP programme is accessed through e-learning and the intention is that it is a
process driven by head teachers and leadership teams. Primary and secondary IDP
resources are again available on a DVD and on the IDP website (both contain broadly the
same information) The IDP website is located on the Standards website. The DVD
contains all the information available via the website e.g. secondary and primary resources,
video exemplifications, a glossary, library of resources, links to previous National
Strategies resources associate with school improvement, as well as a range of materials
published to support pupils on the autism spectrum.
It should be noted that the materials available provide advice to enhance quality first
teaching, but also some in-depth study which would be useful to develop further the
skills of the SENCo, teachers and TAs working with identified pupils.
The process begins with a self evaluation audit that all staff are encouraged to complete,
in order to baseline confidence and competence in addressing the needs of identified
pupils. The audit uses the National Strategies four levels of judgements; focusing;
developing; enhancing and establishing.
The audit require evidence to be identified to justify judgements made. Ideally, the self
evaluation will be carried out as a whole school activity where staff jointly consolidate
what they consider to be good evidence and establish key opportunities for collecting this.
When the audit has been completed, the head teacher and leadership team are encouraged
to gather this data to develop an IDP action plan that identifies action needed to increase
and evidence staff learning. It is suggested that the action plan should span one-two
terms.
IntroductIion
Staff Self – Evaluation
School self
evaluation
Identification
Current
Priorities
Network with
local schools
Staff
Confidence
Analyse Staff Self – Evaluations
Common areas of strength/ weakness across staff, departments/KS Use LA staff self-evaluations Who is best placed to do this? CPD coordinator/ SENCO
Look at Unit aims and decide which
need focusing on
INITIAL CONSIDERATIONS
Recent
CPD
Which staff/KS/ department needs to focus on which Units?Approaches to delivery
How will we ‘launch’ the IDP?
How can we use the co-coaching model? Decide on co-coaching partners
Where and how can we share existing good practice? Do we require support from specialist services? Can we network with other schools?
Time required
How/when can staff have time to work on the IDP Units?
What existing school structures and time could be used?
Getting Started on the IDP
Monitoring Outcomes of IDP
Monitor through existing school structures
Repeat staff self evaluation Lesson Obs. Data Planning Questionnaires
Unit 1
What is the Autism Spectrum
- Removing barriers to achievement: the
Government’s SEN Strategy
[DfES/0118/2004]
Unit 2
Social and emotional
understanding
−
Safe to learn: Embedding
anti-bullying work in schools
[DCSF/00656/2007]
−
Bullying- a charter for action
[DCSF/00657/2007LEF-EN]
−
Social and emotional aspects of
learning (SEAL): Anti-bullying
[DCSF/00258/2008DWO-EN-05]
−
Social and emotional aspects of
learning: improving behaviour,
improving learning
[DfES/0110/2005G]
−
Improving the mental health and
psychological well-being of children
and young people, national CAMHS
review, interim report 2008
Unit 3
Communication and language
−
The Bercow report: a review of
services for children and young
people (0-19) with speech, language
and communication needs
[DCSF/00632/2008-DOC-EN]
Unit 4
Flexibility of thought and
behaviour
−
Social and emotional aspects of
learning: improving behaviour,
improving learning
[DfES/0110/2005G]
−
Excellence and enjoyment: Social
and emotional aspects of learning
[DfES/1378/2005G]
−
Statutory guidance on inter-agency
cooperation to improve the
well-being of children: Children’s trusts
Unit 5
Sensory perception and
responses
−
Promoting Disability Equality in
Schools
Unity 6
Know the pupil
−
A Short Guide to the Education and
inspection Bill 2006
−
Consideration of the parental and
pupil voice
Unit 7
Curriculum priorities and
inclusive practice
−
Inclusion: Does it matter where
pupils are taught? [HMI 2535]
IntroductIion
An overview of the IDP Units:
Early Years Foundation Stage Inclusion Development Programme (IDP):
Supporting children on the autism spectrum.
Following an introduction to autism, the modules explore autism provision informed by the Early Years
Foundation Stage (EYFS) principles:
· Introduction
· A Unique Child
· Positive Relationships
· Enabling Environments
· Learning and Development
· Learning outcomes
The aim is to provide EY practitioners to:
· Identify areas where further knowledge is required.
· List the characteristics of autism.
· Define possible early signs of autism.
· Recognise the triad of impairments.
· Identify how different aspects of autism may affect children's learning.
· List ways in which support could be provided for children on the autism spectrum which could remove
barriers to learning and socialisation.
· Demonstrate ways in which parents' and children's voices can support planning provision.
· Be aware of current terminology and the accompanying debate around autism and Asperger syndrome.
· Identify effective use of resources
The IDP website –page by page
A. Introduction (19 pages)
1. Quote from an adult with autism 2. A guide – identifies aim of programme
3. Features – Explains training strategies used: audio, video, questions, talks, personal reflective journal, case studies, links and downloadable materials.
4. CPD - Booklet provided with DVD and online materials. Divided into sections for leaders and managers, practitioners, child minders, LA Consultants, EY Advisory teachers and area SENCos. 5. What is in the IDP? Explanation of IDP, why autism was selected and other materials available. 6. The autism spectrum – links to self evaluation tool - 19 questions prompting identification of
confidence of practitioners in responding to children with autism. 7. Identifying appropriate strategies
8. Autism defined – triad of impairments – tasks to complete.
9. Children with autism are unique. 4 children with autism are introduced – these will feature throughout the programme.
10. How a child with autism might experience the World – “A is for Autism” – short animated film created by adults with autism, questions and feedback.
11. Adults with autism – video clip from adult with Asperger’s syndrome 12. Diagnosing children – multiple choice activity
13. The hidden condition – click activity 14. What causes autism?
15. How many children have autism – interactive response.
16. Myths surrounding autism – multiple choice activity – Time to Talk 17. Myths surrounding autism – answers – connected to information links.
18. Focusing on children’s strengths – video clip featuring two mums and their boys – Time to work in groups (discussion)
19. Summary – learning outcomes from completion of the Unit
B. A unique child (12 pages)
1. EYFS principle
2. Philosophy behind a unique child – click on activity 3. Supporting children with autism
4. How a child with autism might experience the world. Video clip (1st Mum talks about her son) questions and feedback.
5. How a child with autism might experience the world. Video clip (2nd Mum talks about her son) questions and feedback
6. Describing early signs of autism - observation on the 4 case studies 7. Some main indicators of autism – click multiple choice activity. 8. Describing early signs of autism through the 4 case study children. 9. Post observational discussion – ideas on routes available.
10. Uneven profiles of development – click task – refers to 4 case study children’s different levels of developmental attainment.
11. Hooking in to Ty’s motivation and interest - video clip of staff in a nursery, questions and feedback.
12. Summary – learning outcomes from completion of the unit.
C. Positive relationships (18 pages)
1. EYFS principle
2. Developing positive relationships between parents and practitioners – quote from adult with autism. 3. Different aspects of parent practitioner’s relationships – 4 people talk about aspects of
relationships, video clips, questions and feedback.
4. Understanding stress – views of parents –multiple choice activity
5. Good open relationships- relationships between parents and key workers – video clip, questions and feedback. 6. Sharing information – ECM, CAF and Early Support.
7. Describing early signs of autism. How different agencies are involved with the 4 case study children. Time to Talk
8. The importance of consistency- involving the child. Click multiple choice activity –view of young person with Asperger’s syndrome.
9. Gaining the perspectives – offering children choices – 4 case study children exemplars
10. Decoding the social norm – click and drag activity to identify difficulties children may have with interactions. 11. Social understanding – 3 images – click to clarify specific challenges.
12. Understanding our social rules and systems – quotes from 2 adults with autism.
13. The importance of peers –child interacting with his peers, video, questions and feedback. 14. Enabling interaction – supporting interaction in a nursery, video, questions and feedback. 15. Encouraging interaction. How the 4 case study children are enabled to interact.
16. Enabling interaction – interaction between children in a nursery, video, questions and feedback.
17. Recognising progress. Discussion regarding progress of a child with autism. Video, questions and feedback. Time to work group discussion.
IntroductIion
D. Enabling environments (17 pages)
1. EYFS principle.2. The enabling environment – main features.
3. Physical environments – quotes from 2 adults with autism
4. Visual signposts – 5 slides identifying visual signposts and timetables 5. Design your own enabling environments – drag and drop activity.
6. Adapting routines and daily structures. 2 video clips with advice from practitioner on adapting environments – Pause for thought.
7. Finding a balance between freely chosen and adult led activities. Interactive response. 8. Group situation – task to support the child with autism cope with group activities.
9. Sensory processing difficulties – 7 areas identified and clarified – 2 quotes from adults with autism regarding sensory processing difficulty.
10. Consider your environment – 5 specific areas of challenge to investigate regarding sensory sensitivities. 11. Addressing sensory processing difficulties – how these challenges have been responded to with 4 cases study
children – Time to Talk.
12. Aiding communication – message in Norwegian – video, questions and feedback.
13. Visual strategies – to support communication of children with autism. Video, questions and feedback.
14. Visual support systems – task – Speech and language therapist developing visual timetable, video, questions and feedback.
15. Developing visual support systems task – identify suggestions of visual support – exemplars related to 4 case study children
16. Environment checklist – audit your environment. 17. Summary – learning outcomes of completion of the unit.
E. Learning and development (18 pages)
1. EYFS principle
2. Physical environment – multiple choice activity linked to information buttons. 3. Accessing learning opportunities – 3 key areas.
4. Focusing on children’s strengths- using interests to motivate learning - - exemplars from 4 case study children. 5. Learning through play – multiple choice of likely play choices and challenges presented by this.
6. Learning through play: feedback – quotes from adults with autism.
7. Structured play – SENCo engaging child with autism – video, questions and feedback.
8. How to support and extend play – parallel play with an adult – video clip and Pause for thought. 9. Motivation - looking at what motivates the 4 case study children.
10. Planning for the individual – exemplars of individual plans developed for 4 case study children.
11. Encouraging choice and turn taking – adult encouraging child to choose, take turns and share, video, questions and feedback.
12. Generalising learning - to other contexts, quote from adult with autism, Time to Talk – developing individual plans.
13. Coping with Change – multiple choice response.
14. Planning for change – how the 4 case study children are prepared for changes. 15. Planning for transition – 4 key areas clarified.
16. Transition strategies – planning transition to primary school for child with autism, video, question and feedback. 17. Summary part 1 – summarises learning outcomes for completion of the Unit
18. Summary part 2 – summarises learning outcomes for completion of all 5 units - completion of self evaluation to evidence improvements.
Other areas on the website include:
Resources:
this includes direct links to case studies of the 4 children used as exemplars throughout the programme, the videos used and other materials e.g. reflective journal, observation tools etc.IntroductIion
OVERVIEW
Supporting pupils on the autism spectrum (primary and secondary schools)
[Guidance for facilitators, head teachers and leadership teams]
Unit
Key Messages
Issues examined in this Unit
1
What is the
autism
spectrum?
• The autism spectrum covers a range of subgroups, but pupils on the autism spectrum have needs in common as well as different strengths and interests.
• Autism has a biological basis and is present by age three, although diagnosis may not happen until later.
• There are three key developmental areas for diagnosis: social and emotional understanding, understanding and use of communication and language, and flexibility of thought and behaviour.
• A fourth area which is often affected is sensory perception.
• Two main dimensions lead to differences: intellect of the pupil, and the severity of the autism.
• Diagnosis enables all who live and work with the pupil to understand and address their needs.
• School presents a number of challenges, which may lead to anxiety and challenging behaviour.
•
Parents and carers of the pupils should beclosely involved in working out how best to support them.
• challenging myths about autism • identification of pupils on the autism
spectrum • diagnostic issues
• diversity among pupils on the autism spectrum – pupils are often very different from one another • a pupil’s autism may not be
immediately obvious
• challenges that school might present for pupils on the autism spectrum • how some adults on the autism
spectrum view autism as a different way of being, rather than as a deficit
•
anxiety and autism2
Social and
emotional
understanding
• Pupils on the autism spectrum experience difficulties with social understanding, social interaction and the physical proximity of others.
• Pupils have problems understanding the rules of social engagement and when these change.
• Babies and young children on the autism spectrum develop differently from typical children.
• Pupils may have difficulty working or playing with others, taking turns and listening to other points of view.
• Pupils may have difficulty understanding or communicating their emotions.
• Pupils may have difficulty understanding the emotions and feelings of other people.
• Strategies can be used to help teach social rules and raise peer awareness, and thus reduce teasing and bullying.
• consideration of typical social
interaction and the skills, understanding and strategies used to engage
effectively
• what an adult with Asperger syndrome (Paul) fails to understand about social situations
• the difference between the social and communicative behaviour of a typical baby and that of a child on the autism spectrum
• strategies for developing social and emotional understanding
• strategies for developing peer awareness.
Unit
Key Messages
Issues examined in this Unit
3
Communication
and language
• Pupils on the autism spectrum may need help to communicate effectively.
• Pupils will need help to express themselves and to understand the communication of others.
• Staff can alter their communication and language to reduce the communication difficulties of pupils on the autism spectrum.
• Pupils may interpret written or spoken language literally and misunderstand metaphors, similes and jokes.
• Pupils may use echolalia (repetition of another person's speech) or repetitive questioning.
• Strong emotions or anxiety in pupils on the autism spectrum may increase their difficulties in communication and lead to challenging behaviour.
• Staff need to be able to communicate in a variety of ways.
• the skills needed for effective communication
• the difficulties that pupils on the autism spectrum have with expressive and receptive language skills
• echolalia and what it suggests about a pupil’s understanding
• how staff might modify their communication and language
• strategies to deal with challenging behaviour
• how a school can develop effective, additional communication systems
• how a school can provide for a pupil with limited verbal communication.
4
Flexibility of
thought and
behaviour
• Pupils on the autism spectrum will find it difficult to manage a change to an expected routine, apply skills in different settings, or think through problems.
• Pupils on the autism spectrum may have difficulty with choice and decision-making.
• Pupils need support to manage change.
• Unstructured times such as break and lunchtimes may lead to difficulties.
• Special interests are excellent motivators for pupils on the autism spectrum.
• Transition to a new school or class is very challenging for pupils on the autism spectrum, and they will require a lot of support.
• why change may pose difficulties for a pupil on the autism spectrum, and what the implications are for day-to-day school life
• how pupils on the autism spectrum may engage in repetitive behaviour to provide structure and predictability
• the special interests of pupils on the autism spectrum, and how these can be used to motivate pupils
• the information to give to a pupil on the autism spectrum about a change in the school day
• the provision of safe areas in which pupils can spend breaks and lunch times
• helping pupils make choices
• how two parents prepared their sons for the transition to secondary school.
5
Sensory
perception
and responses
• Pupils on the autism spectrum may have sensory processing difficulties.
• Staff should create a sensory profile for pupils on the autism spectrum, using the sensory checklist – see the Sensory profile on a pupil.
• Pupils may experience oversensitivity or under-sensitivity in each of the seven senses, and have different tolerances to stimuli.
• Staff should make reasonable adjustments within school to reduce sensory issues – see the Sensory audit for schools and classrooms.
• the different sensory-processing difficulties that a pupil on the autism spectrum may experience within a typical school
• how staff can support a pupil who has sensory-processing difficulties
• using a sensory checklist for an individual
• pupil
• creating a whole-school sensory profile and considering the adjustments you could make.
IntroductIion
Unit
Key Messages
Issues examined in this Unit
6
Know the
pupil
• Pupils on the autism spectrum often have very uneven profiles.
• Knowing the individual pupil is as important as knowing about autism.
• Not all pupils can easily express their needs and emotions.
• There are four main areas to assess: social and emotional understanding, understanding and use of communication and language, flexibility of thought and behaviour, and sensory perception.
• Assess a pupil’s level of self-esteem and emotional well-being.
• Staff can work with families to produce a passport for a pupil.
•
A number of sources of information are available, both in and out of school.
• the profiles of three very different pupils on the autism spectrum
• information that you need in order to know the pupil
• using ‘passports’ as a way of understanding pupils’ unique profiles and sharing this information
• different people who could be approached to gather information about a pupil
• other strategies for understanding a pupil.
7
Curriculum
priorities and
inclusive
practice
• Pupils on the autism spectrum can experience difficulties in different subject areas.
• Pupils may experience difficulties in understanding and may not tell staff about this.
• Pre-tutoring before a lesson can help pupils to understand the specific terms and rules of an activity before it happens.
• Reasonable adjustments should be made to help pupils adapt to different areas of the curriculum.
• Revision and exam times can be particularly difficult for pupils on the autism spectrum, and extra support should be provided where necessary.
•
Inclusion in mainstream education can bebeneficial for pupils on the autism spectrum.
• why a pupil on the autism spectrum may not carry out a given task
• the challenges and strengths that a pupil on the autism spectrum has in different curricular areas and with homework
• demonstrating that a school values difference and makes adjustments to practice and routines to address the additional needs of pupils
• involving adults and other pupils in pre-tutoring
• sharing information about individuals, within and outside school
• what the benefits of an inclusive school may be for pupils on the autism spectrum.
8
Sources of
support
• There are a number of key elements of good school practice.
• Several internal and external agencies can support teaching staff, pupils and families.
• It is important to keep parents/carers ‘in the loop’ and promote effective home–school
communication.
• Consistency in communication systems for a pupil across all settings is important.
• Self-advocacy in pupils should be encouraged.
• Effective whole-school practice in relation to the autism spectrum should be developed.
• Staff need to support each other
• the elements of school practice that lead to effective inclusion of pupils on the autism spectrum
• sources of support, within and outside school, that could help to develop practice and a knowledge base regarding pupils on the autism spectrum
• the referral processes in school and in the local authority
• systems for effective involvement of parents and carers
• systems for sharing support strategies and communication systems that work for the pupil; barriers to effective
communication
• strategies that encourage the pupil to problem-solve
• sharing responsibility for the well-being of pupils with autism with families.
IntroductIion
The IDP website –page by page
http://www. nationalstrategies.standards.dcsf.gov.uk/node/165037
The first page lists:
1. What’s in it for me?
2. Check what I know.
3. Unit menu.
1) What’s in it for me?
This opens a page that provides an introduction and sections called:
□
How long will it take?
These CPD materials are designed to be used flexibly to take account of the range of skills and
knowledge that individuals will bring to the programme. The suggestion is that each unit will take
you about 20 minutes to work through, although some Units may take up to one hour. Each Unit
contains a number of video resources, activities, and discussion points which you will need to note
down and may wish to discuss with colleagues. It is suggested that a reflective journal would be
helpful to record your thoughts. You don’t need to complete all the units in one sitting
Before you start you should use the self-evaluation to establish current levels of skills and
understanding in your school. This baseline information could be gathered centrally and the school
could then develop an IDP action plan which could span one–two terms. The self-evaluation tool
could then be revisited to establish how far your school has developed in these areas
□
Aims.
−
improve outcomes for pupils on the autism spectrum
−
increase knowledge about the autism spectrum among professionals working with these
pupils
−
share good practice so that professionals in mainstream schools can make adjustments to
their policies, systems and curriculum that will enable more young people on the autism
spectrum to benefit from a mainstream education
□
Key themes
are:
−
working closely with parents and gaining pupil voice are themes which will feature in each of the
units because of their central role in ensuring the inclusion of a pupil with autism
−
the nature of the autism spectrum means that there will be great diversity within it and Unit 6
‘Know the pupil’ examines this more closely
−
many mainstream schools work very successfully with pupils on the autism spectrum
Navigation Features are also discussed in this section
2) Check what I know
This is a self evaluation sheet that relates to all eight units and asks two questions to identify
knowledge and adjustment to practice. It can be completed online or printed off and is intended to
be used before and after the completion of the programme.
Clicking on
Self-evaluation
http://www.nationalstrategiescpd.org.uk/file.php/249/moddata/scorm/299/resources/self_evaluation.doc
This allows you to access an electronic self-evaluation audit. It is intended that staff select each
area, read the statement and complete the evidence column independently or collaboratively. It
requires deciding whether practice meets the judgements of focusing, developing, establishing and
enhancing and then entering evidence to support this judgement.
3) Unit menu -
This lists the eight units. They are:
□
What is the autism spectrum?
□
Social and emotional understanding
□
Communication and language
□
Flexibility of thought and behaviour
□
Sensory perception and responses
□
Know the pupil
□
Curriculum priorities and inclusive practice
□
Sources of support
Viewpoints:
Additional information provided by experts are available on some slides.
IntroductIion
1.
What is the autism spectrum? (15 pages)
Resources referred to in Unit:
− Giving the diagnosis to the young person with Asperger syndrome or high functioning autism: Issues and strategies [Jones, 2001]
− Living with autism: A family’s perspective [Anon, 2008] Page
1
Two video clips [pupil and parent] and viewpoint from
Education Psychologist
2
Myth busters
6 myths are explored
- Click on each of 6 statements to establish facts
3
Key developmental areas
3 teaching points: -
Social and emotional understanding- Understanding and use of communication and language - Flexibility of thought
- Click on each picture to consider main areas pupils on autism spectrum affected by
4
Diversity
5 issues explored:
- Intellectual ability-Staff support for able pupils on autism spectrum
-Severity of need
-Other facts leading to difference of need
-Ways factors interact
Click START 5 times
5
Falling over in your mind –a hidden condition
2 video clips [adult and pupil].
6
Reflection -Activity
7Diagnosis
3 areas explored:
How do we identify and diagnose autism? When is diagnosis made?
Who makes the diagnosis?
Viewpoint from Education Psychologist
-Click on each statement to get additional information
8
Issues relating to diagnosis
2 teaching points.
-Click on each number to get additional information
9
Reflections - Activity.
-Additional resource to be used “Living with autism: a family’s perspective”from Resource section 10
Challenges -Task.
11
Challenges in school
Video clip [autism worker].
12Anxiety
video clip [parent].
13
Engaging and involving parents, carers and families.
14Difference not deficit
3 video clips [2 x adult John and one with a NQT.
15
Summary -
- Where you can find out more information/ evidence What should you know? -Click on each statement to get further information2.
Social and emotional understanding (20 pages)
Resources referred to in Unit:
−
Bullying and teasing children with ASD: What can we do? [Etherington, 2007]
−
Three social stories
Page 1
The social game
Introduction
- What would they talk about?- How would they check how the interaction was going?
-If they wanted to leave the conversation, what might they do / say?
2
What would you say
Examples and viewpoint from Autism Specialist
-Click START once 3Knowing the rules
3 interaction scenarios and viewpoint from Autism
Specialist.
-Click START 3 times 4
Understanding the rules of social interaction.
5
Reflections
Viewpoint from Speech and Language Therapist
6Child development – What is it we learn to do
2 video clips [child and parent].
Viewpoint - Pediatrician
7
Progression of social and emotional understanding.
4 stages of communication development
-Click on numbers to get additional information
8
Behaviours
Difficulties, behaviour and reactions.
-Click on each word for additional information
9
Emotions
video clip [young adult, John]
Viewpoint- Clinical Psychologist.
10Reflections.
11
Teasing and bullying
3 video clips [2 adults].
12Strategies in action
suggestions for teaching pupils on the autism spectrum
Viewpoint –Autism Outreach Worker
-Click on each number to see examples of Ben’s experiences 13
Outcomes
impact of support on a pupil, Ben.
Viewpoint –Autism Outreach Worker
14Success on the pitch
video clip showing impact of support for Ben.
15Friendships.
16
Raising peer awareness.
17Benefits of support
IntroductIion
18
Benefits of peer awareness
three video clips [teacher, parent and pupil].
19Reflections.
20
Summary
- What should you know?- Where you can find out more information -Further guidance
-Click on each statement to get further information
3.
Communication and language (17 pages)
Page 1
What do you mean?
6 possible meanings for Jack’s outburst
-Click on each statements to get additional information2
Reasons for communication -Task
Viewpoint – Autism Outreach Teacher
3Effective communication skill.
Viewpoint- Speech and language therapist
-Click on START 3 times for additional information 4
Understanding different forms of communication
3 problems faced by pupils
-Click on numbers to consider situations
5
Expressive and receptive language skills.
Viewpoint – Autism Specialist
-Click on word Expressive and
Receptive to get additional information
6
Verbal communication and echolalia.
-Click START 3 times to get information7
Reflections.
8
Do you mean what you say?
-Click arrow two times to see full scenario9
A literal interpretation.
-Click START 3 times to get information10
Repetitive questioning – 4 statements.
Viewpoint - SENCo
-Click on 4 statements to get additional information 11
Benefits of effective communication- 2 video clips of
Speech and Language Therapist.
Viewpoint- Speech and Language Therapist
12How do emotions affect communication?
Parental video
13
Challenging behaviour- parent’s views.
Viewpoint- Autism Specialist
14
Challenging behaviour at home and at school – 3 videos
[parent and a teacher].
Viewpoint- Autism Specialist
15
Other ways to communicate.
-Click on numbers to get further information16
Ways you can help.
-Click START 6 times to get additional information 17Summary
- What should you know?- Where you can find out more information -Further guidance
-Click on each statement to get further information
4.
Flexibility of thought and behaviour (19 pages
)
Resources referred to in Unit:
−
Getting reading for high school
−
A planning and implementation booklet for the secondary transfer process
−
Arfur Moe’s transition workbook
1
An unforeseen situation
- What do you do?- How does the problem make you feel?
- What decisions do you make?
-Click on each statement for further considerations
2
Think flexibly – areas that cause pupils on autism
spectrum problems
Viewpoint – Autism Specialist
3
Unpredictability causes anxiety- views of adult with
autism and a teacher
4
Break and lunch time – 2 videos
Viewpoint – Autism Specialist
5
Resistance to change- 3 video clips [ a parent, school
and FE setting]
6
Changes creates challenges - Task
Viewpoint- Autism Specialist
7
Ritualistic and checking behaviours
-Click on numbers to get further information8
Specials interests
View point- Autism Specialist
9Reflections.
10
Aiding flexible thinking- 2 ways to support pupils
-Click on numbers to get additional information11
Making choices.
12Special interests.
Viewpoint- Autism Specialist
13
Using special interests to motivate – 2 examples
-Click on numbers to get additional information14
Motivation- 3 steps for motivation
- Click on arrow 2 times to get all information15
Moving school, class or new teacher - Task
16Transition to a new school – views before the
transition – Parent and SENCo video
17
Transition to a new school – views after the transition
3 video clips- views of teacher and 2 parents
18
Reflections.
19
Summary
- What should you know?- Where you can find out more information
-Click on each statement to get further information
IntroductIion
5. Sensory perception and responses (17 pages)
Resources referred to in Unit:
−
Sensory profile on pupils
−
Sensory audit for schools and classrooms
1
A hidden difficulty- scenario showing problems
experienced by Gavin
Viewpoint- Occupational Therapist
- Click arrows 2 times to get full information
2
The sensory profile.
- Use of additional resources 3The five senses.
Viewpoint- Autism Specialist
-Click on 5 numbers to get full information
4
Two more senses.
-Click on 2 numbers to get additional information5
Four case studies- examples of pupils with different
sensory difficulties
Click on numbers to get case study information
6
Sensory profile of a pupil -TASK
7Reflections.
8
Visual stimuli – strategies for over/ under-sensitivity.
-Click on statements to get additional information9
Auditory stimulation – video clip [adult, John].
10
Auditory strategies- 2 teaching points
-Click on numbers to get information 11Responses to smell- 2 examples of problems experienced
Viewpoint- Autism Specialist
-Click on numbers to get information 12
Responses to taste- 2 examples of problems
experienced
Viewpoint- Autism Specialist
-Click on numbers to get information
13
Different tactile experiences- 2 video clips [adult and
pupils]
Viewpoint- Head Teacher
14Sensitivity to touch
15
Proprioception + body awareness- case study
3 part information
Viewpoint- Occupational Therapist
-Click arrow 2 times
16
The vestibular system: movement and balance.
17Summary
- What should you know?- Where you can find out more information -Further guidance
-Click on each statement to get further information
6.
Know the pupil (16 pages)
Resources referred to in Unit:
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Joe’s passport
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Matthew’s passport
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Skills and behaviour checklist
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My comprehensive school: How I’ve enjoyed it so far [Rocco, 1999]
Page 1
Everyone is different- 3 profiles
- Click on numbers to get additional information2
The uneven profile- John
Viewpoint- Educational Psychologist
3
Reasons and consequences.
- Click on words to get additional information4
Areas for assessment
- Social and emotional understanding -Understanding and use ofcommunication and language -Flexibility of thought and behaviour -Sensory perception and responses
- Click on statements to get additional information
5
Taking action.
6
Case study Matthew
Viewpoint- PE Teacher
- Click on numbers to get additional information about Matthew
7
Matthew’s passport.
Viewpoint- Autism Specialist
- Click on START twice to get information on how to complete / use pupil passports
8
Case study Joe
- Click on three numbers to get full information9
Joe’s passport- identifying qualities, likes and dislikes,
and key points of how to interact and support Joe
- Click on six statements to see ideas could include in passport
10
Reflections.
11
Who should you ask? – 6 individuals
- Parent - TA- Head teacher
- Speech and Language Therapist
- Befriender - SENCo
Viewpoint- Educational Psychologist
-Click on numbers to get full information
12
A week in the life.
Viewpoint- Class teacher
13
Other strategies 3 teaching points
- Camera strategy - Writing a report - List of questions 14How can information be shared? 3 video clips [ teacher,
parent and Head]
15Reflections.
16
Summary
- What should you know?- Where you can find out more information
-Click on each statement to get further information
IntroductIion
7.
Curriculum priorities and inclusive practice (18 pages)
Resources referred to in Unit:
−
Skills and behaviour checklist
−
Sensory profile on a pupil
−
A creative writing task on dinosaurs
Page 1
A scenario about Josh- 3 part information
-Click on arrow twice to get full information2
Why did he do that? TASK
Viewpoint- Outreach Teacher
3Getting to know Josh.
Viewpoint- Autism Specialist
4
Art and humanities- 6 areas of challenge
Viewpoint- Head Teacher
5
The sciences- difficulties, strengths and further
information
Viewpoint- Author on autism
6
PE and games- 3 examples of difficulties
-Click on numbers to get full information7
Flexibility in the curriculum- reasonable adjustment
8Understanding instructions.
9
Understanding instructions visual timetables – 2 video
clips [parent and pupil]
Viewpoint- Speech and Language Therapist
10Pre-tutoring.
11
Homework- 6 areas of challenge
– Recording details of homework-Separation of home and school work
-Spending too long on homework
-Not understanding homework
-Creating time for homework -Remembering to hand work in on time
Possible consideration and solutions
-Click on 6 statements to get additional information
12
Revision- video clip [John]
13Examination and tests- Task
Viewpoint –Class teacher
14Reflections.
15
What does success look like?- 3 video clips [Head
SENCo and teacher]
16
Reflections.
17
Key features of an inclusive school- 4 key teaching
points
-Click on numbers to get full information
18
Benefits of mainstream inclusion-3 video clips [2
parents and teacher]
19
Summary.
- What should you know?- Where you can find out more information -Further guidance
-Click on each statement to get further information
8.
Sources of support (18 pages)
Resources referred to in Unit:
−
A poem by Wendy Lawson
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School effectiveness checklist
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Accredited courses in autism
−
Autism spectrum disorders- training policy and framework
Page 1A poetry exercise – Click Task
2
Sources of support -Task
3
Sources of information and support – 4 lists
-Click on numbers to get full information4
External agencies- video clip [teacher]
Viewpoint – Educational Psychologist
5In the loop- Scenario
Viewpoint – Jana’s father
-Click on arrow twice to get full information
6
Parents or carers- 2 teaching points to aid effective
communication with parents
-Click START twice to get full information
7
Importance of home school communication- 2 video clips
[teachers and parent]
8
The home school book
- What is it? - How can I make it?- What should I comment on?
Viewpoint - SENCo
-Click on comments to get additional information
9
Consistency across settings – 4 teaching points
-Click on START four times to get full information10
Self advocacy – 4 teaching points
Viewpoint – Class teacher
-Click on numbers to get full information
11
Deployment of staff: teaching assistants- 2 video clips
[adult and TA]
12
Preparing pupils for adult life- video clip [teacher]
13Reflections.
14
Whole school practice.
Self-evaluation checklist 15Sharing the workload- video clip [principal]
16
You and your colleagues
- looking after yourself - getting the right training 17Summary
- What should you know?- Where you can find out more information -Further guidance
-Click on each statement to get further information
