ASD Special Classes: Optimal Models of Provision Patricia M. Daly, Ph.D.

Transcription

1 ASD Special Classes: Optimal Models of Provision Patricia M. Daly, Ph.D. Head of Educational Psychology, Inclusive & Special Education Mary Immaculate College, Limerick JMB Education Conference 2016 Special Educational Needs Croke Park Conference Centre

2 Outcomes of Session? Appreciate the statistics on children with ASD in schools in Ireland Develop a sense of advantages and disadvantages of special class provision at Post-Primary level for students with ASD Acquire knowledge of the Framework for evaluating provision developed by Middletown Centre for Autism and NCSE Apply sections of the Framework to own situation

3

4 Some Stats from 2015: NCSE Research Report No. 21: An evaluation of Education Provision for Students with Autism Spectrum Disorder in Ireland Special schools including children with ASDs Special classes Early Intervention Special classes Primary Special Classes Post-primary Total # children with ASDs in mainstream July Education Provision (JEP) school and home none 1500 Did not exist schools (2128 children) and 3470 children in home-based JEP

5 Over to you! How many of you already have special classes for students with ASD? Identify 3 key challenges of setting one up OR running one Identify 3 actual or potential benefits of having a special class for students with ASD in your school

6 Autism Key concerns related to this disability of relevance to Post-Primary schools Communication difficulties Social Skill deficits Sensory differences These define the disability! Related to these is the presence of ANXIETY Intermittent Pervasive Mild Severe Debilitating

7 More on Autism General Learning Disability full range None to Pervasive and Profound Gifted range here also Special Interests Vast knowledge of specific topics Huge interest in narrow area(s) Work Capacity Can be huge Detail specialists

8 Special Class Provision Advantages Development of expertise of the staff Reverse inclusion of appropriate peers benefits all Safety net for all staff Safety net for students with ASD SNAs Parents Disadvantages No fit with philosophy of school, or key staff members Staff timetable implications Curriculum mismatch A Part of or Apart from SNAs Parents

9 Teaching and Learning Inclusive School Culture School Management Staff Development Assessment School Culture Leadership Understanding and Knowledge of ASD for all staff Individual planning Communicati on Responsibilit y CPD Transition Learning Environment Appointment of Staff Curriculum Extra curricular activities Review of Provision for children with ASD Information sharing and access to specialist Info Teaching Methodologie s Student Wellbeing Team Approach Data collection Progress Monitoring

10 Teaching & Learning Assessment Individualised Planning Transition Curriculum Teaching Methodologies Team Approach Data collection

11 Transition & Curriculum Transition Measured, sequential, shaped and gradual On the day! Ask the parents what works! Curriculum Overlaps but extends beyond Some aspects unique Mainstream Curriculum Special Class Curriculum

12 Inclusive School Culture School Culture Communication Environment Co-Curricular Student Wellbeing

13 Environment & Wellbeing Environment as TEACHER Clear signage see chickens Space needed Self regulation Australia calming area Fitness suite use Wellbeing Adopt structure from TEACCH Differentiate for autisms Chat time SNA use Managing Anxiety

14

15 School Management Leadership Responsibility Appointment of Staff Review of Provision

16 Staff Development Understanding / Knowledge of ASD CPD Info sharing / Access to Specialist support

17 Understanding & Knowledge of ASD What do you need to know? Who needs to know what? Communication in school Communication with parents Do staff understand their responsibilities? Mainstream teachers Special Class teachers SNAs

18 CPD CPD available from SESS and MCA CPD also available from NEPS, through patron bodies Related to who needs to know what whole-school, and individual. SNA CPD a problem.

19 From my point of view it (including boys with ASD) has been a delight and a success. They bring a lovely, gentle respectful presence into the classroom Teacher, Nagle Community College, Cork (ITB)#

20 References Anything by Temple Grandin Faherty, C. ((2014)Autism What does It Mean to Me? Future Horizons Gray, C. (2010) The new Social Story Book, Future Horizons Any book in Topics in Autism, Woodbine House Any book in Pro-Ed Series on ASD, Pro-Ed Baker, J. (2006) The Social Skills Picture Book for High School & Beyond, FH Frith, U. (2003). Autism: Explaining the Enigma (2 nd Ed.) Blackwell.