Inclusion Development Programme

Primary and Secondary

Supporting pupils on the Autism Spectrum

Introduction to the Inclusion Development ProgrammeThe aims of this programme on the autism spectrum are to :

Improve outcomes for pupils on the autism spectrum

Increase knowledge and understanding among professionals about the autism spectrum

Share good practice to enable professionals in mainstream schools to adjust policies, practices, procedures and curriculum to enable more pupils on the autism spectrum to benefit from a mainstream education

About the Inclusion Development ProgrammeThe IDP includes essential guidance for head teachers and leadership teams so it can be viewed in the context of other whole-school priorities.

The IDP is :

part of the Government’s strategy for children with SEN, outlined in Removing Barriers to Achievement (DfES/0117/2004);

a suite of materials aimed to support teaching staff to increase their knowledge and skills in working with children and young people with a range of SEN;

intended to support specialist advice and guidance.

Estimated prevalence rate of ASD in the UK

The indication from recent studies is that the figures cannot be precisely fixed, but a rate of around 1 in 100 is a best estimate of the prevalence in children.

[nas.org.uk July 2009]

Previously published IDP resources :

Dyslexia and speech, language and communication needsSpeech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage

Both these resources can be found at: www.standards.dcsf.gov.uk/nationalstrategies/inclusion/sen/idp

Today’s Objectives

Complete Self-Evaluation Checklist

Become familiar with IDP materials

Develop IDP Action Plan

Quick Guide to Contents on DVD(SNIP)

Guidance for facilitators, head teachers and leadership teams

Getting Started-Home Screen

What’s in it for me?

Navigation Features

Check what I knowSelf-Evaluation ChecklistRelates to all eight units

Asks questions to identify knowledge and adjustment to practice

Can be printed out or completed online

Intended to be used before and after completion of the programme

Activity

Complete either : Self-evaluation checklist

OR School Effectiveness Checklist Hard copies can be found in your packs and

both can be downloaded from RESOURCES on the DVD.

Bookmarks

Quickfind Tab

Quickfind Tab

Viewpoint

Resources Tab

Resources Tab

There are two filters :

Head teacher, leadership teams and facilitators Those working directly with pupils

Getting Started-Unit Menu

Reflective Journal

Unit Menu

1. What is the autism spectrum?

2.Social and emotional understanding

7. Curriculum priorities and inclusive practice

6. Know the Pupil

5. Sensory Perception and responses

4. Flexibility of thought and behaviour

3.Communication and language

8. Sources of support

Unit I :What is the autism spectrum?

In this unit you will learn that autism:

has a genetic and neurological basis develops within the first three years of life affects more boys than girls affects three key developmental areas – social

and emotional understanding, use of communication and language, and flexibility of thought

may affect sensory perception and responses affects pupils in different ways.

Overview of Learning Units

Unit 2 :Social & emotional understanding

Pupils on the autism spectrum have difficulty in understanding social behaviour & reading social & emotional cues

Typically, children develop social & emotional understanding from birth through interactions with others : children on the autism spectrum do not do this intuitively

Teaching social understanding is very challenging

Pupils on the autism spectrum have difficulties in reading & understanding another person’s perspective & may have difficulty understanding & communicating their own emotions

Unit 3: Communication & LanguagePupils with ASD may need help to communicate effectively – to

express themselves or understand others

Pupils may interpret written or spoken language literally-misunderstanding metaphors/similes/sarcasm/jokes

Pupils may use repetition/echolalia far longer than other children

Stress and anxiety are likely to increase communication difficulties – this may lead to challenging behaviour

Staff need to be able to communicate with these pupils in a variety of different ways

Unit 4: Flexibilty of thought and behaviourPupils with ASD may find it difficult to cope with changes to a

familiar routine- and to apply their skills in different settings

They may have problems with making choices/problem-solving/decision making

Pupils will need support to manage change – particularly transitions to new schools or classes

Unstructured times may lead to difficulties as pupils are unsure what to do

Special interests are excellent …………motivators for pupils with ASD

Unit 5: Sensory perceptions & responses

Pupils on the autism spectrum may perceive and respond to sensory information differently

They may be under-sensitive or over-sensitive

It is important to obtain a sensory profile for individual pupils

A sensory profile of the classroom and school can be created

Adjustments to classroom and school environments might be essential for some pupils.

Unit 6: Know the pupilPupils with ASD often have very uneven

profilesStaff need to know the pupil: knowledge about

the autism spectrum is not sufficient

Four main areas to assess

It is vital to find out about the pupil’s level of self-esteem and emotional well-being

The pupil, parents, carers and the staff need to be involved in creating the profile of strengths, interests and needs Staff can work with families to produce a passport for a pupil to share information.

Unit 7: Curriculum priorities and inclusive practice

Pupils with ASD may have difficulties in certain subject areas.

Pupils may have difficulty understanding instructions and may not let staff know this

Pre-tutoring can help pupils understand specific terms and rules of an activity before it happens

Reasonable adjustments should be made to help pupils adapt to different curriculum areas

Revision, homework and exam times can be particularly difficult for pupils with ASD and extra support should be provided

Inclusion in mainstream education can be extremely beneficial for pupils with ASD

Unit 8: Sources of support

There are several key elements of good school practice.

There are a number of people in school/external agencies who can support teaching staff and families

Effective communication is vital, especially between home and school

Consistency in communication systems for the pupils across all settings and staff is important

Self-advocacy for pupils should be encouraged

Good practice in ASD should be disseminated and evident across all classes and settings within school.

Staff need to carry out an audit of knowledge and skills to identify training needs across the school

Staff need to share knowledge of pupils and ASD with each other.

Can you find your way round the IDP?

Activity

IDP Action Plan

Timetable staff meeting time Download Power Point (from Learning Grid)Use your Learning Platform to give staff access to materialsLeadership teams to allocate time for staff to explore resourcesLink to Performance Management Make loan DVD available to parents and/or consider training for parents

Some suggestions: