Level 2. Developing good autism practice. acer Autism Centre for Education and Research University of Birmingham. Supported by:

Transcription

1 Level 2 Developing good autism practice Supported by: acer Autism Centre for Education and Research University of Birmingham

2 Level 2 Developing good autism practice Who s who in the audience? Introduce yourself by telling the group about the setting you work in and your role in the setting. Why have you chosen to attend this training? What are your expectations about this training day? Please note that any issues that arise will be referred to throughout the day. 2

3 Level 2 Developing good autism practice Aims To support all staff working directly with s on the autism spectrum. staff to develop their knowledge and understanding of good autism practice. Providing guidelines and activities to help staff to improve their own practice in working with s on the autism spectrum. 3

4 Level 2 Developing good autism practice The AET Professional Competency Framework Throughout this training we will refer to these set of competencies which describe the knowledge, understanding and skills that staff working in schools and other educational settings require, to work effectively with s on the autism spectrum. 4

5 Level 2 Developing good autism practice Defining autism Meeting the needs of each individual The individual Team work and partnership with s and parents Peer interactions The physical and sensory environment The emotional and communication environment Meaningful learning objectives and strategies Implementing and promoting effective autism practice

6 Defining autism Meeting the needs of each individual Defining autism Learning objectives All participants will be able to: Define the four key developmental areas that need to be taken into account when working with s with autism. Understand the importance of getting to know the individual with autism and their particular profile of strengths and weaknesses. Consider that many s with autism can be unusually sensitive to everyday sights, sounds, touch, tastes and smells. Identify and reflect on some of the key strengths and challenges faced by s with autism in the areas of social communication, social interaction, information processing, interests and sensory processing. 6

7 Defining autism Meeting the needs of each individual When another human being takes time to walk beside me, interact with me and treat me with dignity I am much more likely to respond to that person in a similar way. Lawson, W. (2001) Understanding and Working with the Spectrum of Autism: An Insider s View. London: Jessica Kingsley, p

8 Defining autism Meeting the needs of each individual Autism is a lifelong condition which affects the way that a person communicates and relates to people and the world around them. Film John Simpson discussing his view of autism. Case Study David (15 years old). Case Study Molly (14 years old). Case Study Ash (teacher). Case Study Nathaniel (peer, aged 7). Case Study Sophia (17 years old). Case Study Ravi (5 years old). 8

9 Defining autism Meeting the needs of each individual There are approximately 1 in 100 people with autism in the UK. 1 Autism affects more boys than girls, with an average ratio of 4:1. It is generally considered harder to identify girls with autism, and so this ratio may change in the future as identification methods improve. 1 South Thames prevalence study (Baird et al., 2006). 9

10 Defining autism Meeting the needs of each individual There is no typical with autism. Autism is a spectrum condition, which means that while all people with autism share certain features, their autism will affect them in different ways. 10 Film Debbie Waters on how different her two sons with autism were as babies.

11 Defining autism Meeting the needs of each individual Autism is currently diagnosed on the basis of observation of a triad of impairments. Within the education of s on the autism spectrum, we will focus on four key areas of development. What are the four key areas that we need to be aware of to understand and meet the needs of s on the autism spectrum? Time to talk - the four key areas of development. 11

12 Defining autism Meeting the needs of each individual Each individual on the autism spectrum is likely to display an uneven ( spiky ) profile across a range of abilities. You need to have a good understanding of the and of the potential ways autism affects that particular individual. 12

13 Defining autism Meeting the needs of each individual A on the autism spectrum is first and foremost a child or young person who is part of a family, a particular community and culture. These aspects need to be acknowledged and considered as well as their autism. Time to talk - discuss your individual. 13

14 Defining autism Meeting the needs of each individual The AET Professional Competency Framework You broaden your perspective on autism by reading or listening to accounts from people on the autism spectrum and parents or other family members. (Insert from the Competency Framework). 14 Time to talk - Discuss with the person next to you; How you would evidence your knowledge and skills in this area; Actions you could undertake to develop this competency further.

15 Defining autism Meeting the needs of each individual Meeting the needs of each individual Learning objectives All participants will be able to: Understand the importance of focusing on the s strengths and interests. Consider ways of listening to the s views. Take on board the importance of observation when assessing the and their optimum conditions for learning. Show awareness of the five key principles of person centred planning. Develop an individual profile to communicate clearly and consistently across the whole school. 15

16 Defining autism Meeting the needs of each individual When my being autistic is seen in the context of my ability and not my disability, then one is moving in the right direction. Lawson, W. (2001) Understanding and Working with the Spectrum of Autism: An Insider s View. London: Jessica Kingsley, p

17 Defining autism Meeting the needs of each individual In order to meet the needs of the on the autism spectrum, you first need to get to know the individual. Find out about individual strengths, challenges, motivations and sources of stress or anxiety. 17 Film Dean Beadle - AET Diagnosis DVD.

18 Defining autism Meeting the needs of each individual Be guided by the voice of the. Find out how the feels about school and what additional support they may require. 18 Time to talk how you listen to the.

19 Defining autism Meeting the needs of each individual Take time to observe the in various settings. Try to identify a number of factors which can seem to influence the way the attends and learns. Film - Hooking into Ty s motivation and interests - from Early Years IDP. 19

20 Defining autism Meeting the needs of each individual Understand what creates optimum learning conditions for the individual, so that this can inform the teaching and planning process across the school. 20

21 Defining autism Meeting the needs of each individual When planning for a with autism, draw inspiration from the key principles of person centred planning (PCP): 1. The is at the centre of the planning process. 2. Family, friends, carers and practitioners are included as partners in the process. 3. Planning reflects what is important to the now and for the future, and takes into consideration the support the requires. 4. The person-centred plan helps the to be included in a community, and supports the community to include the. 21 Diagram PCP workbook. Time to talk create a profile. Diagram Molly s profile.

22 Defining autism Meeting the needs of each individual With an individual profile in place, you can now start identifying and prioritising educational targets. The target setting process should always involve the and parents/carers. 22

23 Defining autism Meeting the needs of each individual The AET Professional Competency Framework You use a range of strategies to get to know the individual and find out about their particular profile of strengths, challenges, interests and aspirations. You record and share this information with relevant others. (Insert from the Competency Framework). 23 Time to talk - Discuss with the person next to you; How you would evidence your knowledge and skills in this area; Actions you could undertake to develop this competency further.

24 Team work and partnership with s and parents Peer interactions Team work and partnership with s and parents Learning objectives All participants will be able to: Critically reflect on the team they are part of and identify elements that improve the learning process and outcomes for the s they work with. Identify ways to effectively communicate and collaborate with staff and other professionals. Understand the importance of listening to the voice of the and identify strategies to achieve this. Identify ways to effectively communicate and collaborate with parents and carers. Support peers in their understanding of fellow s with autism. 24

25 Team work and partnership with s and parents Peer interactions In an ideal world the education authorities, health professionals and social services will all work together with parents in an attempt to provide support for our unique children and their families. Jackie Jackson, mother of seven children, four of whom have autism, Jackson, J. (2003) Multi-coloured Mayhem. London: Jessica Kingsley, p

26 Team work and partnership with s and parents Peer interactions Consider the voice of the in order to ensure the s well-being at school. There are a range of strategies that can be used to facilitate the voice of the for both pre-verbal and non-verbal s with autism. 26

27 Team work and partnership with s and parents Peer interactions Ensure that the staff team is informed of all support strategies and current issues related to the. Transparency and good communication are key to an effective team around the. 27 Time to talk discuss the team around the.

28 Team work and partnership with s and parents Peer interactions The staff team needs to share information with other professionals and agencies. This could include speech therapists, educational psychologists, occupational therapists and outreach or inclusion services. The more the team around the shares information, the clearer picture everybody will get of the individual. 28

29 Team work and partnership with s and parents Peer interactions Parents and carers are an integral and permanent part of the life of the child they love and live with. They see the child in a range of at home and in the community. They can share and implement strategies and ideas on how staff might support their child at school. They are likely to feel reassured and empowered if they are asked to share their knowledge and are given specific details on support provided in school. 29

30 Team work and partnership with s and parents Peer interactions It is important that parents are involved as part of the team working with their child. Agreed systems of communication need to be established to share information effectively between home and school settings. 30 Film Geraldine, a modern foreign languages teacher, Daniel s Dad and Alan, a learning support Head Teacher on sharing information from Primary/Secondary IDP.

31 Team work and partnership with s and parents Peer interactions The AET Professional Competency Framework You understand the importance of listening to the voice of the and identify strategies to ensure that communication systems are not just used to inform and instruct s, but also offer the opportunity for s to express their views. (Insert from the Competency Framework). 31 Time to talk - Discuss with the person next to you; How you would evidence your knowledge and skills in this area; Actions you could undertake to develop this competency further.

32 Team work and partnership with s and parents Peer interactions Peer interactions Learning objectives All participants will be able to: Recognise differences in the social understanding of s with autism and develop strategies to support their interactions. Identify ways to promote positive peer for s with autism. Understand the importance of special interests as a way of motivating and engaging s with autism. 32

33 Team work and partnership with s and parents Peer interactions The children who face an autistic peer are confused. I saw the kind of confusion I must have caused as a child, and I felt that this was not something autistic children would consciously choose to do to their peers. Both sides need to be given ways to process the differences they see and feel but cannot name. 33 Pukki, H. in Murray, D. (Ed) (2006) Coming out Asperger: Diagnosis, Disclosure and Self-confidence. London: Jessica Kingsley, p 145.

34 Team work and partnership with s and parents Peer interactions Pupils with autism have differences in the way they perceive, interpret and understand social behaviour, rules and conventions. There are situations where staff may need to introduce specific strategies to support s on the autism spectrum. Diagram situations in which a may need support. 34

35 Team work and partnership with s and parents Peer interactions Play is central to the development of social interaction. Pupils with autism can find shared play difficult. Basic play skills should be taught explicitly. 35

36 Team work and partnership with s and parents Peer interactions In the classroom, s may need guidance on how to take turns, when to answer a question and when to let others speak. Using visual prompts or non-verbal instructions may be a good way to convey information. 36

37 Team work and partnership with s and parents Peer interactions Pupils may need to be guided about some of the social rules related to group work. 37

38 Team work and partnership with s and parents Peer interactions Some s with autism would have a better school experience if their peer were improved. Diagram - benefits of improved peer. Film - AET peer awareness project (100% Awesomes). 38

39 Team work and partnership with s and parents Peer interactions Some s with autism may not be aware that they are being bullied. They might misunderstand social interactions as bullying, or might even bully other s themselves. Staff need to work with the whole peer group to enhance their knowledge on how to recognise, prevent and address incidents of bullying. Film - NAS Video clip dramatisation on bullying. Film - NAS interviews with adults with autism on bullying. Case study - Sophia s case study. Time to talk - understanding Sophia. 39

40 Team work and partnership with s and parents Peer interactions Pupils with autism will also need support with with peers at specific times and particular during the school day. 40

41 Team work and partnership with s and parents Peer interactions Pupils are particularly at risk during breaks and lunch times. During these times, carefully managed buddy systems can be helpful. A quiet space can be used as a safe haven. Structured games and activities organised by the staff can make those times more enjoyable as well. 41 Case Study - Nathaniel. Case study - Sophia.

42 Team work and partnership with s and parents Peer interactions Talking to peers and adults who are also on the autism spectrum and have a shared experience can help s to create strategies to support them in situations they find challenging. 42 Film - Paul and Elizabeth are a married couple on the autism spectrum. They talk about social groups (clip from AET, the Den).

43 Team work and partnership with s and parents Peer interactions Learning about is important and should include the following aspects: Who are the people I know well and who are the people I know less well? The nature of friendships, how to form them and what you might expect from a friend. Talking about puberty, sexuality and loving. 43

44 Team work and partnership with s and parents Peer interactions The AET Professional Competency Framework You are aware of the level of peer interaction the on the autism spectrum feels comfortable with and if appropriate, provide opportunities and support to develop with peers. (Insert from the Competency Framework). 44 Time to talk - Discuss with the person next to you; How you would evidence your knowledge and skills in this area; Actions you could undertake to develop this competency further.

45 The physical and sensory environment The emotional and communication environment The physical and sensory environment Learning objectives All participants will be able to: Recognise that s with autism can benefit from clear, logical structure and organisation in their. Take into account that s on the autism spectrum may have sensory processing difficulties associated with seeing, hearing, touching, tasting and smelling, as well as sensing where their body is and maintaining balance. Know that visual signposts and materials such as gestures, symbols and pictures can support s to understand what is going on around them. Acknowledge the importance of quiet spaces for s with autism in which the can relax or work on their own or one-to-one with an adult. 45

46 The physical and sensory environment The emotional and communication environment Film - creating autism-friendly classroom. It was easy for me to move into a state of sensory overload and when this happened, it was always difficult to stay among people. I did not understand why I was afraid of touch but now I think it just caused lots of sensations that were overwhelming for me. Lawson, W. (1998) Life Behind Glass. London: Jessica Kingsley, p

47 The physical and sensory environment The emotional and communication environment The majority of s with autism have sensory processing difficulties. A may be overor under-sensitive depending on the situation and the type of stimuli. Diagram illustrated body with a list of sensory sensitivities. 47

48 The physical and sensory environment The emotional and communication environment The school environment can be a challenge for a with autism. The layout of the classroom may not be optimal for a with autism to learn. 48

49 The physical and sensory environment The emotional and communication environment Speech and non-verbal communication used by staff and peers may be overwhelming and hard for s to follow. A teacher may use too much speech. Written text on the whiteboard may be hard to read, especially if s are expected to listen at the same time. 49

50 The physical and sensory environment The emotional and communication environment A low arousal environment is an environment which has been checked for potential distractions which might disturb individual s, where irrelevant information has been removed and strategies to reduce effects are provided. Film - John Simpson on sensory issues. Time to talk discuss individual sensory issues. 50

51 The physical and sensory environment The emotional and communication environment There are some key ways that practitioners can create enabling. Being aware of any particular sources of stress or anxieties. A well-organised, clearly structured and predictable environment that enables the to understand what they are expected to do and what will happen next. Taking into account the s potential sensory sensitivities. The use of meaningful visual support strategies. Careful consideration of group work, as well as the balance between adult led and led learning activities. Always consult with the, their parents, colleagues and other professionals about how to make adjustments to create a more satisfactory learning environment for that. 51

52 The physical and sensory environment The emotional and communication environment The AET Professional Competency Framework You know that s on the autism spectrum may have sensory processing difficulties associated with seeing, hearing, touching, tasting and smelling, as well as sensing where their body is and maintaining balance. You take these issues into account when considering a suitable learning environment and when interpreting a s actions. (Insert from the Competency Framework). 52 Time to talk - Discuss with the person next to you; How you would evidence your knowledge and skills in this area; Actions you could undertake to develop this competency further.

53 The physical and sensory environment The emotional and communication environment The emotional and communication environment Learning objectives All participants will be able to: Recognise that many s will experience high levels of stress and anxiety. Understand the importance of speaking clearly, slowly and calmly whilst also giving s time to respond to instructions and requests. 53

54 The physical and sensory environment The emotional and communication environment I can become just as anxious about what I do not know, as about what I do know. I am always asking questions, checking in with my family to make sure the information I was given is still correct. Anxiety is, perhaps, the biggest factor that dominates my everyday life. I get anxious about how to go to sleep and anxious about being sure I don t miss the time to wake up! Lawson, W. (2001) Understanding and Working with the Spectrum of Autism: An Insider s View. London: Jessica Kingsley, p 71. Time to talk - what makes you feel stressed? 54

55 The physical and sensory environment The emotional and communication environment Pupils with autism often experience high levels of stress and anxiety. This can impact their ability to function and learn. Adaptation of the learning environment can help reduce anxiety and support access to learning. Time to talk - Discuss how high levels of stress affect learning. 55

56 The physical and sensory environment The emotional and communication environment When interacting with s with autism who may be very anxious and/or have low self-esteem, it is important to create a permanent (ideally visual) reminder for them of their successes and to build in activities where they can show their skills and knowledge to both staff and peers. 56

57 The physical and sensory environment The emotional and communication environment A with autism will have difficulty understanding, developing and using communication and language. The severity and type of issues vary a great deal between s with autism. One might not understand the purpose of communication and may not have any spoken language. Another may have very good speech and an above average vocabulary, but may not use this effectively to communicate their needs. 57

58 The physical and sensory environment The emotional and communication environment All s with autism have difficulties understanding and using non-verbal language such as facial expressions, gesture, body language, and tone of voice. Pause for thought - individual communication profiles. 58

59 The physical and sensory environment The emotional and communication environment Pupils need to be taught what communication is for and how to use the means of communication they have access to. It is important to create a range of opportunities for s to communicate with others. Time to talk discussing communication with s with autism. 59

60 The physical and sensory environment The emotional and communication environment Ways in which staff can modify their communication and language: Use photos, objects or symbols for s who do not understand spoken language. Reduce the number of spoken words and emphasise the key words. Slow down your rate of speaking and give the time to respond. Check the has understood the instruction by encouraging them to show you what they intend to do. Avoid using metaphors and phrases with ambiguous meanings give explicit and tangible examples. 60 Film - Confusing world of words (illustration from Early Years context).

61 The physical and sensory environment The emotional and communication environment Use visual support systems for s who do not understand spoken language. Those s who are highly verbal can also benefit from them. Visual support can: Help the understand what is happening at different times of the day. Reduce anxiety. Help the develop routines that can enhance independence. Reduce reliance on staff prompts. Film - Helena Goldman, Speech and Language Therapist, explains visual timetables. Time to talk Discussing improving. 61

62 The physical and sensory environment The emotional and communication environment The AET Professional Competency Framework You recognise that s on the autism spectrum will benefit if you adjust your communication style by speaking clearly, slowly and calmly, and give s enough time to respond to your instructions and requests. (Insert from the Competency Framework). 62 Time to talk - Discuss with the person next to you; How you would evidence your knowledge and skills in this area; Actions you could undertake to develop this competency further.

63 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Meaningful learning objectives and strategies Learning objectives All participants will be able to: Identify ways of differentiating the curriculum for s with autism. Know that transition for s with autism needs careful planning and preparation. Acknowledge the need to provide a relevant and meaningful curriculum for s with autism. 63

64 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Imagine being told that you had to drop your best subject and have double lessons in your worst subject. That is not so far from the experience of lots of autistic children whose interests and talents are sidelined while we concentrate on their difficulties. Stanton, M. What is Neurodiversity? what-is-neurodiversity/ 64

65 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Pupils with autism often have an area of interest which they are passionate about and find immensely enjoyable. Using their interests can be an excellent way to engage s as it can provide the motivation to engage with a task as well as with their peers and staff. 65 Time to talk - the importance of interests.

66 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Support learning through positive : Make the learning activities appealing and enjoyable for the with autism. Use the strengths and interests of the with autism. Include s who may share similar interests to work with the. Try to understand what motivates the. 66 AET Tools for Teachers - Motivator Assessments.

67 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Pupils with autism can have good focus, analytical thinking and attention to detail. At the same time they can have difficulties with problem solving and with knowing how to adapt when a familiar routine is changed. 67

68 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Staff should differentiate the curriculum to provide the best learning opportunities. Differentiation can refer to: Input: appropriate use of language, focused questions, targeted information and repetition for specific groups. Tasks: activities which are meaningful and enjoyable to the. Resources: arrangement of the classroom environment and materials. Support: peer support, group work, adult support. Outcome: expectations for the finished piece of work. Case study Mrs Andrews. Case study David. Case study Molly. Time to talk discuss case studies. 68

69 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Staff should work with s with autism and their parents to develop a meaningful and relevant curriculum. This will allow s to build on their strengths and provide a more balanced range of activities to meet their needs. This may include both academic and non-academic curriculum areas. 69

70 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Every has some things that they can do well and some subjects they are more interested in than others. However, this profile is often more exaggerated in s with autism. It is possible that a with autism may find English Literature extremely interesting, but find Maths hard to follow and pointless. 70

71 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice If a is very anxious due to a fear of failure, set a challenge for them that is achievable. Then provide positive feedback before setting a new, slightly more challenging task. They will then grow in confidence. Recognising and celebrating meaningful progress is important. 71 Film - Recognising Progress, Early Years.

72 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Traditional ways of assessing progress, such as using National Levels, P scales, and exams, may be useful for formal evaluations but it will also be important to use, adapt or develop other ways of assessing the progress of s with autism. 72

73 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice Exams can be stressful for most s, but the additional pressure, workload and change in routine can be even more challenging for a with autism. Additional support should be offered once a consultation has been made with the and their parents. This can include revision plans, rest breaks, holding exams in a separate room and having someone present who can offer appropriate support. 73 Time to talk - NAS, Classroom.

74 Meaningful learning objectives and strategies The emotional Implementing and communication and promoting environment effective autism practice The AET Professional Competency Framework You create a range of opportunities for s on the autism spectrum to practise and use their knowledge and skills across situations and people. (Insert from the Competency Framework). 74 Time to talk - Discuss with the person next to you; How you would evidence your knowledge and skills in this area; Actions you could undertake to develop this competency further.

75 Meaningful learning objectives objectives and strategies and strategies Implementing The emotional Implementing and communication promoting and effective environment autism practice Implementing and promoting effective autism practice Learning objectives All participants will be able to: Reflect on the efficacy of their own teaching practice. Identify ways of implementing strategies based on what they have learned throughout the training. 75

76 Meaningful learning objectives objectives and strategies and strategies Implementing The emotional Implementing and communication promoting and effective environment autism practice Teaching children with ASDs gives you a crucial opportunity to re-evaluate your teaching of all children and to reassert the values and goals that most of us believe should be at the heart of education. Jordan. R. (2002) Autistic Spectrum Disorders in the Early Years: A Guide for Practitioners. Lichfield: Qed, p

77 Meaningful learning objectives objectives and strategies and strategies Implementing The emotional Implementing and communication promoting and effective environment autism practice Good autism practice is good education practice. There are a number of documents and teaching tools which provide good guidance on working with s on the autism spectrum. 77

78 Meaningful learning objectives objectives and strategies and strategies Implementing The emotional Implementing and communication promoting and effective environment autism practice Once you have gained some insights into improving your practice of working with s with autism, make sure you share this knowledge. 78

79 Meaningful learning objectives objectives and strategies and strategies Implementing The emotional Implementing and communication promoting and effective environment autism practice The AET National Autism Standards and Professional Competency Framework The AET has produced two sets of descriptors which can help you in making sure that what you have learned throughout the day is reflected in your own practice as well as having an impact on the setting you are working in. 79

80 Meaningful learning objectives objectives and strategies and strategies Implementing The emotional Implementing and communication promoting and effective environment autism practice The AET Professional Competency Framework You deliver a broad and balanced curriculum that encompasses aspects of the s social and emotional well being, their communication needs and life skills. (Insert from the Competency Framework). 80 Time to talk - Discuss with the person next to you; How you would evidence your knowledge and skills in this area; Actions you could undertake to develop this competency further.

81 Supported by: The individual To find out more please contact: Dr Karen Guldberg (Director of ACER) acer Autism Centre for Education and Research University of Birmingham Created by Genium

82 Resource I listen to all the football results and like to see how the teams move up and down the league tables. I have a great memory for this information and it makes me feel good. Hi! My name is David. I am 15 years old and in Year 11. I love to talk to people about football. I tell my friends at school all the results when I get to school on Monday morning. They sometimes listen to me but other times they walk away. I wish I could figure out how to keep them interested. I love working in school, especially maths and science. I like it best when I can get on with stuff on my own. Group work makes me annoyed. I get really upset if I make a mistake in my work. I get very upset about unexpected changes. I need to know in advance if my classes or teachers are changing, and I need lots of time to prepare for things like assemblies or school trips. Time to talk discuss case studies. Back to pg.8 Back to pg.68

83 Resource I love anything to do with horses! I collect books, magazines and photos, and I like to go riding whenever I can. My name is Molly, and I m 14 years old I have just had a diagnosis of Asperger syndrome this year. Before I had a diagnosis nobody really understood what was going on and I got told off for things all the time. Now I understand more about why I am the way I am, and I think my parents and teachers are starting to get it too. I get more help at school with staying on task and working with the other girls and that s good. A lot of the time I get in trouble with other girls. I try very hard to be friendly but the girls often tease me and call me a copy-cat. I try to talk and act like the other girls do but still they call me names and make fun of me. Last year I stayed off school quite a bit because of this. If you give me work to do, please make sure the instructions are clear. I will probably go off in the wrong direction if I try to guess what you mean. I sometimes get good marks at school, I don t like some subjects and wish I did not have to do them. I need help to remember my homework, and reminders on which equipment I need in class. Group work is really hard for me. My new teacher is now trying to help the other girls understand me better so we can be friends. I think it would be good to have friends to talk to. Time to talk discuss case studies. Back to pg.8 Back to pg.68

84 Resource Right now I m making sure the team around Abdul is identified and meets regularly, as we want to plan for his educational targets right from the beginning. His team is me, our SENCo*, his mother, a speech and language therapist and his TA, Louise. Hi! My name is Ash and I m a teacher. I m a teacher at a mainstream primary school, where part of my job is to be an autism champion for the whole school. *Special Educational Needs Coordinator I ve also spent a lot of time thinking about how to set up my classroom. For example, I have a quiet area within the classroom for Abdul. I have also made a sensory assessment of his needs and created a visual timetable that he can understand to help him know what will happen at different parts of the school day. My goal is to make sure Abdul is understood by staff and children, so I ve done training sessions on autism and Abdul for everyone. Abdul s mother has been very helpful. She has given me a list of what he likes, and dislikes and what to do when he is upset. She has also given me a list of the activities and toys he enjoys playing with at home. Back to pg.8

85 Resource We play with the cars and trains. My job is to help him share the cars and ask for the trains he wants. Hi! I m Nathaniel, and I m 7 years old. I m helping Jack, who s in my class at school. My teacher, Mrs Roberts, asked if I would be part of his Buddies Club. I said yes so now I try to help Jack to join in with the games that we play and to help other children understand what Jack likes and what he does not like. (About a peer supporter and the child with autism) Jack is quiet most of the time, but sometimes he makes funny noises. If he gets too loud I put my finger to my lips and say Sssh which sometimes works. I found out Jack knows lots about trains and buses. He has been on just about every bus in town I think, and on the Tube in London with his Dad. He keeps some maps in a folder in his desk and likes to show them to me when we have free time. I show him my football cards too but he is not very interested in football cards. It s important for the children to understand Jack and not to tease him when he makes his funny sounds. Nobody likes to get teased or bullied, so I try to watch out for Jack. Back to pg.8 Back to pg.41

86 Resource I love music and playing the guitar. I play in a band with three boys and we do gigs. Sometimes other people say I m not a good guitarist on Facebook. Mum says it s because they are jealous. Why don t they set up their own group if they want to play in one? Hi! My name is Sophia. I am 17 years old and in 6th form. Lunch times are the worst thing about school. All the crowds and smells in the dining room, everybody talking at once and pushing in. Why do people push in? I hate it outside at lunchtimes too because I ve been bullied. The bullies always seem to get away with it but they shouldn t. I like my school work. I m good at English and humanities. I like to organise my work in coloured files, so that I know where everything is and I don t lose anything. Sometimes I need a quiet place to go where everybody will leave me alone. Other times I could do with someone to talk to. Time to talk - understanding Sophia. Back to pg.8 Back to pg.39 Back to pg.41

87 Resource I am very serious and sometimes people say I act as if I am much older than I really am. I follow the rules that the teachers set and I like it when I know what is happening at different times of the day. Hi! My name is Ravi. I am 5 years old and in Reception. When I started nursery, I would cry if I got dirt on my clothes or shoes. I didn t really like mixing with the other children. When I did start playing with them, I would get upset if the others broke the rules of the game. I am good at maths and I like to do maths problems on a calculator to see if I can guess the right answer. I really like reading and have been reading since I was three. I really don t like to get dirty. When we have sand and water play at school, I do not want to touch the sand or the water. I am very particular about my clothes. I wear loose trousers or tracksuit bottoms and loose tops instead of jeans and T-shirts. Back to pg.8

88 Resource I ve been working on helping Ravi get used to different textures so that things like sand and water don t bother him so much. It s easier for him to handle if he feels like he s in control, and if it s part of doing something fun. Hi! My name is Mrs Andrews. I am Ravi s teacher. Ravi is 5 years old and in Reception. Since I know Ravi likes to do maths problems on his Dad s calculator at home, I thought he might enjoy having a calculator here too. I also wanted his play to involve the other children. I got an idea from a wall chart that showed how tall a fire truck was, comparing it to three firefighters standing on each other s shoulders. We played for nearly 45 minutes, using a measuring tape to measure the children and then adding up all the heights. Ravi listens well, and if he needs to be reminded about something I write it out in words so he has a written timetable. He is very proud that he can read, and if I accidentally use a word he doesn t know he will look it up. When Ravi gets older and there are more changes in his daily schedule, I imagine a planner with everything written in would be good. Ravi knows all the football rules and would shout if one of the boys picked up the ball and ran with it. He told Mrs Beecher that he wanted to give George a red card for saying a naughty word. I decided to introduce a structured game, with a little help from a football-mad colleague who works with another class. He showed me simple passing and shooting exercises for pairs. I stayed with Ravi and George to provide support and to make sure Ravi didn t dominate too. Back to pg.68

89 Resource What are the four key areas that we need to be aware of to understand and meet the needs of s on the autism spectrum? Social communication Differences in understanding communication and language, jokes, sarcasm, tone of voice, facial expression and gestures. Social understanding Differences in understanding social behaviour, understanding the feelings of others, how to start an informal conversation and forming friendships. Interests and information processing Differences in perception, planning, understanding concepts, generalising and predicting, transitions and passions for interests. Time to talk discuss these four key areas of development. Sensory processing Differences in perceiving sensory information hypo (low sensitivity), hyper (high sensitivity), touch, sight, hearing, smell, taste, vestibular inner ear (balance), proprioceptive (body awareness). Back to pg.11

90 Resource Time to talk the four key areas of development. Decide on a on the autism spectrum who you know. Use your large sheet of paper to write about this, using the headings of the four key areas of development to build up a profile of this. Social communication Social understanding Interests and information processing Sensory processing Write notes about the under each of these headings. (As we continue through this training, please add information to the sheet when asked - please leave some space to write!) If at any point during the slide presentation, a thought occurs to you about this, you can add your notes to the piece of paper. 15 Back to pg.11

91 Resource Time to talk your individual. On your large sheet of paper, list aspects that you think might impact on the individual profile of the you have chosen to write about (e.g. having younger or older siblings; religious background) and explain how you think these factors interrelate? Once you have listed these, discuss them with the person next to you. 5 Back to pg.13

92 Resource Time to talk how you listen to the. Consider the following questions and talk about how you would interact with the in understanding their perspective regarding these issues: Does the enjoy and feel safe at school? How does the deal with break times? Does the have friends and take part in activities with other s? Can the talk to an adult when they are worried? Write down your individual notes on your sheets of paper. 15 Back to pg.18

93 Resource Diagram PCP workbook. A PCP workbook might enable an individual to compile a useful document over time. It may include photos, drawings, written text or symbols depending on the individual s understanding. All about me: How I communicate. Things I like to do and things I like about myself. Things I need help with. What is important to me. What makes me feel happy/sad/angry/worried. Wish list: My hopes and dreams for the future. Leisure: How I like to spend my time and things I don t like to do. Living: Where I would like to live and who with. Learning: What I would like to learn more about. What I enjoy at school and what I dislike at school. Things I need help with at school. What helps me work well. Working: Ideas for work experience and choices and options for after school. Support: Lists or pictures of the people in the PCP team/ circle of support. Advocacy: Things I can do on my own and things I need help with. Things I would like to change in my life and people who can help me make changes. Time to talk create a profile. Diagram Molly s profile. Back to pg.21

94 Resource Time to talk Share your profile with your group. Take turns to use the profile you have written about the known to you. Use this template of a profile to add further information about the and then tell the story of that to your group. Consider your s strengths, interests and motivations as well as their areas of need. School: Date: Name: D.O.B: Communication: Self-help: Photo: Food/drink: Safety management: Medical: Academics: My strengths: Special Interests: My friends are: 10 Diagram PCP workbook. Diagram Molly s profile. Back to pg.21

95 Resource Diagram Molly s profile. School: Pinetree secondary school Date: 23 February 2012 Name: Molly James D.O.B.: Communication: Molly talks in sentences and can talk at length about her special interests. Self-help: Molly sometimes needs reminders about getting schoolwork organised and bringing items like gym kit. She uses colour-coded folders for her work and may ask staff for help with these. Photo Food/drink: Molly does not like to eat in the school canteen as she is disturbed by the noise and constant movement. Sometimes she eats her lunch in the Resource Room. Safety management: Vulnerability to bullying. Medical: Potential mental health issues - has self harmed. Academics: Molly is good at English, Writing and Humanities. She has difficulties in History and Science and finds it hard to engage in these subjects. My strengths: I like horses and am very good at biology. I write well when I am interested in the subject matter. Special Interests: I like horses and am very good at writing stories. My friends are: Nice to me so staff are going to involve Alex in a buddy system with me and other children. 10 Diagram PCP workbook. Time to talk create a profile. Back to pg.21

96 Resource Time to talk the team around the. - Think about the staff team around a on the autism spectrum you know. - On an A4 sheet of paper, answer these questions. Who is part of the team around the? What works well and what doesn t work well in communications between the team members? What strategies could be used to improve communication between the team members? 15 Back to pg.27

97 Resource Diagram Situations in which a may need support. Work in groups. Alter what they say depending on whom they are talking to. Know what to do during unstructured times such as break and lunch times. Understand how to take turns and why this is important. Read non-verbal signals to check how an interaction is going (e.g. facial expression, tone of voice, body posture). Use appropriate exit strategies if they do not want to end an interaction or conversation. Engage in two-way conversation. Back to pg.36

98 Resource Diagram the benefits of improved peer. Collaboration and support during lesson time. Social support during break and lunch times. Possibly protection from peers who may tease and bully. Relationships which may expand outside school. Someone to turn to when information is missed. Sharing of interest. Emotional support. Back to pg.38

99 Resource Time to talk understanding Sophia. How might Sophia s peers perceive her? How might Sophia perceive her peers? What are Sophia s interests and how might they be used to motivate her learning? How would you help Sophia to cope with school lunch times? How would you help Sophia to cope with the malicious Facebook comments? Sophia How could you help Sophia to better understand herself and her social peer group? Spend 15 minutes discussing these questions in your group and another ten minutes reporting back to the large group. 15 Back to pg.39

100 Resource Diagram the illustrated body. Visual Olfactory Auditory Gustatory Tactile Proprioception? Vestibular Back to pg.47

101 Resource Olfactory This relates to what we smell. Some s with autism can be over sensitive to certain smells. Others may not have a strong sense of smell and might lick objects or smear substances so that they can smell things better or to block out other sensations. Olfactory Back to the illustrated body Back to pg.47

102 Resource Visual This relates to what we see. Some s with autism may be over-sensitive to certain colours, patterns or light. Others may be under-sensitive and therefore fail to see certain colours or transparent objects. This might also be related to certain features (e.g. colours) not being of interest to the who therefore isn t processing this information. Visual Back to the illustrated body Back to pg.47

103 Resource Proprioception This relates to where our body is in space. Many s with autism have difficulties sensing where their body is in space and in having a sense of where it starts and ends. This clearly presents problems when moving around the school and in doing activities which involve movement. Some s find that wearing a hat helps them to feel where their head is, for example. Proprioception Back to the illustrated body Back to pg.47

104 Resource Vestibular This relates to how we balance and move. Some s with autism might not keep balance easily and might have problems in some, particularly with uneven or moving surfaces. They may have a problem in standing still for periods in assembly or other activities if they are not able to touch a solid surface to keep checking and stabilising their balance. Sitting down would be easier for them. Vestibular Back to the illustrated body Back to pg.47

105 Resource Gustatory This relates to what we taste. Some s can be over-sensitive to the taste of some foods and find some tastes unpleasant. They can also be under-sensitive to taste and might therefore enjoy eating highly flavoured food or they can be both over- and under-sensitive to different flavours. Gustatory Back to the illustrated body Back to pg.47

106 Resource Tactile This relates to touch. Pupils who are over-sensitive may dislike the touch of others or the feeling of clothing on their skin. Certain textures or substances might cause distress. Other s might be under-sensitive and may not feel internal perceptions such as pain or discomfort. Tactile Back to the illustrated body Back to pg.47

107 Resource Auditory This relates to what we hear. Some s with autism can find sounds painful and can have difficulty with two or more people talking at once. This over-sensitivity can make it difficult for those s to screen out background noise. Other s may have under-sensitive hearing and be unable to hear certain sounds. Auditory Back to the illustrated body Back to pg.47

108 Resource Time to talk discuss individual sensory issues. Break into groups and consider these questions: A holds his hands over his ears. Why might that be? A finds being close to others distressing. How would you address this? A finds it very difficult to cope with new tastes. How would you make staff aware of this? Many adults with autism report that they find fluorescent lights painful. How would you address this? Food smells can be particularly difficult to bear. What do you need to consider? A is spending a large amount of time spinning around in circles. What might the be seeking by doing so? 15 Back to pg.50

109 Resource Time to talk - what makes you feel stressed? Discuss as a group what makes you feel stressed. Think about the people you work with - how do you notice when they are stressed or anxious and what will you do if you are picking up on this? Back to pg.54

110 Resource Time to talk discuss how high levels of stress affect learning. How do stress and anxiety manifest themselves in s with autism? Discuss this in pairs for five minutes. Each pair should then get into groups of 4 to share. 10 Back to pg.55

111 Resource Pause for thought add to your individual communication profiles. In the whole group, highlight the non-verbal difficulties of the you have chosen to write about on your sheet of paper. Note these down. 5 Back to pg.58

112 Resource Time to talk discussing communication with s. Please divide into groups. Choose one of these questions and write it on your flipchart paper. Write your answers on post-its and post them under the question. Choose a facilitator to summarise the key points to the whole group: How might you encourage a with autism to interact with you? What means has the to communicate with you and how might you develop this (e.g. sound; word; sign; pull)? When is the most likely to communicate with you? When do staff create opportunities in the day for the to communicate with them? 20 Back to pg.59

113 Resource Time to Talk Discussing improving. Write down and share with a partner: One action you will take to improve the physical environment you are working in for a on the autism spectrum. One change you will make immediately, on returning to work, to improve the way you communicate with s on the autism spectrum. 10 Back to pg.61

114 Resource Time to talk - the importance of interests. Can you share an example of times when you have used a s interest to increase their motivation and engagement? 5 Back to pg.65

115 Resource Tools for teachers motivator assessments. Fill out with at least two members of staff who know the child well. Use the information to inform the development of behaviour support plans. Activities: (e.g. Computer, jigsaws, games) Social interaction: (e.g. Adult attention, game of chase, rough and tumble play, tickles) Sensory: (e.g. Deep pressure, rain sticks, light toys, tangle toys) Areas of interest:(e.g. Football, train time tables, Egyptians, aliens) Edibles: (e.g. melon, chocolate, crisps) Back to pg.66

116 Resource Time to talk discuss case studies. Focus on David or Molly s case study. Think about a differentiated curriculum for either Molly or David based on their interests of horses or football. Take a piece of flipchart paper and consider what could be covered in each subject, taking horses or football as the starting point. For example, what maths can David learn from football, what English, what geography, history, art, music? With a bit of imagination it would be possible to arrange David s whole curriculum around football. David If you work with primary age children, imagine that David or Molly are younger. Once you have completed your list of potential issues and ideas for a range of subjects, display it on the wall and share it with the larger group. Molly 25 Back to pg.68