Good Practice Conference

“…collating, disseminating and encouraging the adoption of good practice…”

Scottish Borders Council

Aims:To share ideas of including pupils in mainstream settings using:•Peer passports•Mainstream communication groups•Inclusion groups•Buddy systems

‘ schools should ensure that they maximise opportunities for pupils with autism spectrum disorders to be included socially and educationally with mainstream peers’

Education for Pupils with Autism Spectrum Disorders, HMIe 2006

Communication passports

Using passports with mainstream peers

Alex• Dual diagnosis of autism & ADHD• Minimal communicative spoken language

Peer passports

My name is Alex

I come to S.P school on Monday and Tuesday afternoons.

I go to D school the rest of my week.

I go to D in a taxi, and it brings me to S.P School too

Sheila, Alva and Helen help me in the taxi.

There are lots of things I like to do at home.

And there are lots of things I like to do at school.

There are some things I don’t like

Pictures help me to know what to do.

I use pictures to tell people what I want too.

You can help me by playing with me. I like to have fun!

It also helps if you say my name before you talk to me, and speak slowly.

I have autism.

This means I don’t find it easy to:• Know what to do• Talk to people

• Play with others

But I love to have fun – just like you do!

Evaluation

Next steps• Update existing passports• Produce for more children• Increase guidance given to staff• Emphasise use with child with ASD and

peers, e.g. paired reading

Social interaction groupsGroups with mainstream peersSupported by Additional Needs AssistantsBenefits

• Extending communication targets to peer interaction

• Role in educating ANA in communication strategies

• Help peers learn how to interact with the child with autism in their class

Mainstream groups

Trevor• Early stages of using spoken language• Good PECS user with adults• Very little interaction with peers

Progression• Learning to request items from peers • Looking to see who has what he needs• Extension to within classroom• Monitoring

Inclusion Groups

Inclusion Groups•Suitable for pupils who cannot cope with class environment•Structured activities geared to pupil’s interests•Positive outcomes for all

Inclusion Groups

Buddy Groups

•Set in base schools•Usually older mainstream pupils•Pupils need guidance on how to best play with our pupils•Have ongoing discussion with them to solve problems/ get new ideas•Invite them to social activities within the spectrum classroom.

A book of games developed by Buddies and Active Schools Co-ordinator•Adapted games•Included symbols and familiar communication strategies•Provides ways of communicating effectively•Ensures inclusion of all children•Develops positive relationships

Any questions?