Additional Support Needs and Eliminating Equality. Early Years Scotland Annual Conference. Glasgow September 2017

Transcription

1 Additional Support Needs and Eliminating Equality Early Years Scotland Annual Conference Glasgow September 2017

2 What is Autism?

3 What is Autism? A working definition?

4 What is Autism? A working definition? Autism is a pervasive disorder that leads to distorted, rather than merely a delayed pattern of development. This causes difficulty wherever learning is organised into hierarchies. Assumptions underlying progression do not hold when one looks at children with Autism. Prof. Rita Jordan

5 What is Autism? A working definition? Autism is a pervasive disorder that leads to distorted, rather than merely a delayed pattern of development. This causes difficulty wherever learning is organised into hierarchies. Assumptions underlying progression do not hold when one looks at children with Autism. Prof. Rita Jordan The aims, objectives and teaching methodology for learners with autism must centre around the way people with an ASD think and learn.

6 What is Autism? A working definition? Autism is a pervasive disorder that leads to distorted, rather than merely a delayed pattern of development. This causes difficulty wherever learning is organised into hierarchies. Assumptions underlying progression do not hold when one looks at children with Autism. Prof. Rita Jordan The aims, objectives and teaching methodology for learners with autism must centre around the way people with an ASD think and learn.

7 addressing the challenges to equality

8 addressing the challenges to equality In 2002, Scottish schools were required to prepare and implement accessibility strategies that improve access to education for pupils with additional support needs. Education (Scotland) Act 2002

9 addressing the challenges to equality In 2002, Scottish schools were required to prepare and implement accessibility strategies that improve access to education for pupils with additional support needs. Education (Scotland) Act 2002 That expectation is still there and schools are required to review and improve these on a three year basis.

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13 a view from an OFSTED inspector Charlie Henry, HMI National Lead for Disability and SEN February 2014

14 a view from an OFSTED inspector If you have identified a pupil with Special Needs, we would expect you to do something about it. Charlie Henry, HMI National Lead for Disability and SEN February 2014

15 a view from an OFSTED inspector If you have identified a pupil with Special Needs, we would expect you to do something about it. The expectation is that this intervention makes a difference; Charlie Henry, HMI National Lead for Disability and SEN February 2014

16 a view from an OFSTED inspector If you have identified a pupil with Special Needs, we would expect you to do something about it. The expectation is that this intervention makes a difference; it is expected that this difference will be evaluated Charlie Henry, HMI National Lead for Disability and SEN February 2014

17 challenges specific to Autism Communication differences Social Communication differences Sensory differences Perceptual differences (of light, shade, colour, movement) Executive function differences (personal organisation and planning) Central coherence differences (arranging the details/making connections) Differences in thinking styles

18 If he can t learn the way you teach, can you teach the way he learns? Karl Rogers

19 so what will make all the difference

20 so what will make all the difference A contemporary understanding of autism

21 so what will make all the difference A contemporary understanding of autism Addressing the Autism

22 Our job is to support and challenge Mary McKellar Nurture Training Officer Glasgow

23 so what will make all the difference A contemporary understanding of autism Addressing the Autism Understanding the learning style

24 so what will make all the difference A contemporary understanding of autism Addressing the Autism Understanding the learning style Understanding the strengths and capabilities

25 so what will make all the difference A contemporary understanding of autism Addressing the Autism Understanding the learning style Understanding the strengths and capabilities Increasing opportunities to interact with peers

26 How does he/she learn? What do we need to prioritise?

27 How does he/she learn? What do we need to prioritise? Environment

28 How does he/she learn? What do we need to prioritise? Environment Content

29 How does he/she learn? What do we need to prioritise? Environment Content Teaching style/delivery/connections

30 Consider the sensory stimulus in a classroom: the glare of strip lights, the wall displays of paintings and projects, all the colours and endless information. We observe about 70% of our information from our environment visually. With all the other energy involved, is it any wonder the child with Autism has problems deciphering? Think of the sounds and smells of a classroom, the feel of the seats and desks! No wonder they become overwhelmed

31 Consider the sensory stimulus in a classroom: the glare of strip lights, the wall displays of paintings and projects, all the colours and endless information. We observe about 70% of our information from our environment visually. With all the other energy involved, is it any wonder the child with Autism has problems deciphering? Think of the sounds and smells of a classroom, the feel of the seats and desks! No wonder they become overwhelmed Add people into the mix.

32 Consider the sensory stimulus in a classroom: the glare of strip lights, the wall displays of paintings and projects, all the colours and endless information. We observe about 70% of our information from our environment visually. With all the other energy involved, is it any wonder the child with Autism has problems deciphering? Think of the sounds and smells of a classroom, the feel of the seats and desks! No wonder they become overwhelmed Add people into the mix. All Because of Henry Nuala Gardner

33 How does he/she learn? What do we need to prioritise? Environment Content Teaching style/delivery/connections

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35 ADHD, Autism, Dyslexia & Dyspraxia Understanding & Supporting Students in Mainstream Settings A One Day Conference 3rd November 2017, Glasgow A CPD Event bursting with knowledge updates & practical strategies so you can make a difference! For More Information and To Book: Tel:

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