Supporting Health and Wellbeing for pupils with autism. Jayne Porter - Autism Network Scotland University of Strathclyde

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1 Supporting Health and Wellbeing for pupils with autism Jayne Porter - Autism Network Scotland University of Strathclyde

2 Supporting Health and Wellbeing for pupils with autism Wellbeing- context Supporting Wellbeing Resources Overview

3 What is wellbeing? Mental Emotional Physical Social

4 Recognition of Wellbeing All staff have a responsibility to develop, reinforce and extend learning in the following areas. Health and wellbeing across learning. Learning in health and wellbeing ensures that children and young people develop the knowledge, understanding and skills which they need now and in the future. ACTIVITY What factors impact on the health and wellbeing of the young people you work with when you work with them?

5 Supporting Wellbeing Good health and wellbeing is central not only to effective learning but has an impact on a pupil s life at home and outwith school. Responding to the needs of pupils with autism within the wellbeing curriculum is an essential component of successful inclusion in any setting.

6 Wellbeing and Autism Children and young people with autism appear more likely to experience mental health difficulties than the rest of the population. National Autistic Society One study suggested 71% of young people with autism were going to have one existing mental health condition and 40% have two or more (Sims 2011).

7 Factors to consider Social Environment Education

8 People With Autism Say School was a torture ground in itself for me because of my lack of social skills and my absolute terror of people (in part because I didn t just automatically know the social rules, and, when I did learn them, I had to think about them all the time ) and who can keep up that sort of coping ALL THE TIME! Claire Sainsbury: Martian in the playground (2000)

9 Supporting Social Wellbeing Understanding Autism SIGN, Peer Awareness, Buddies Teaching of Social Skills/Scenarios. Support social interactions in novel situation. New circumstances roles and language. Nurture Groups Emotional Intelligence Flag consequences Lunchtime clubs/activities

10 People with Autism Say "I strongly recommend that students with autism get involved in special interest clubs in some of the areas they naturally excel at. Being with people who share your interests makes socialising easier." Temple Grandin

11 Supporting Environmental Wellbeing Sensory audit Sensory profile & support plan (OT input?) Reasonable adjustments & expectations how long sat at desk etc.? Identification of a quiet space (in class/ in school) Organisation Structure

12 Low energy Hyposensitive Hypersensitive Highly active Avoidance Seeking

13 Sensory Processing Differences: Tactile - Painful light touch. - You are oblivious to physical pain, so that you are unaware of - burning your hands when the tap water is too hot. - Itchy labels Auditory - the sound of a refrigerator humming (500 metres away) grates on your nerves. Olfactory - the smell of a person s perfume is like bleach and makes you want to vomit.

14 Sensory Processing Differences Visual Perception - the frequency of light from a fluorescent tube is like a strobe light at a nightclub. Proprioception - you are not sure where your body ends and other objects begins Vestibular - you can feel like you are dizzy and falling. Hypo (seeking) & Hyper (avoidance)

15 Sensory processing Arousal levels Low Just Right High

16 Supporting Wellbeing What helps us feel just right?

17 Supporting Education Young person needs to be in the right place to learn. Consider Social and Environmental then what else may be required to support with the education. Key considerations; time of day and last activity regular routine breaking in moving on winding down structured opportunities for targeted activity clear expectations communication of feelings/emotions

18 General useful resources autismtoolbox.co.uk Menu of Interventions

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20 Early Years Resources Autism in Early Years Val Cumine My feelings series Trace Moroney Calm kit

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22 Primary Resources Talkabout for Children Alex Kelly Incredible 5 point scale Kari Dunn Buron Social Stories Carol Gray

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24 Older Secondary Resources Homunculi Approach Tommy Mackay Asperger Syndrom Val Cumine Talkabout for Teens Alex Kelly

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27 Hints and Tips Positive Affirmations This will not last forever, It is ok to feel like this, I am not going to feel like this everyday of my life - Stella McDonald Contribute to the wellbeing of others - Debi Brown Record positive achievements diary, log etc Practical strategies and approaches across the day.

28 Health and Wellbeing Event All info available on the Education Virtual Network online at

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30 Michelle Calder Autism Outreach Teacher - Perth

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33 Relax Kids

34 Next steps ACTIVITY Discuss with your neighbour what you may be able to implement: Tomorrow Next week Across the Term

35 Many thanks. Jayne Porter