SUPPORTING LEARNERS WITH AUTISM – A LEARNING TOGETHER GUIDE AT UNIVERSAL STAGE
Learning Together: Supporting Learners
with Autism
Achieving success for all learners
This learning together guide can be used individually at a time and place of your choosing. However the very nature of an inclusive approach to education presupposes collaboration among teachers, colleagues who work alongside teachers in classrooms, other professionals and parents.
After completing this course you will: • understand the implications of legislation for children with Autism; • understand how to develop an enabling ethos in the classroom; • have started to understand what Autism or Autistic Spectrum Disorder is; • understand how to identify barriers to learning and participation; • understand how to plan for children with Autsim who are experiencing a barrier to learning; and • know where to access further information, support and training
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SUPPORTING LEARNERS WITH AUTISM – A LEARNING TOGETHER GUIDE AT UNIVERSAL STAGE
CONTENTS
1 - THE IMPLICATIONS OF LEGISLATION
2. WHAT IS AUTISM SPECTRUM DISORDER (ASD)?
3. MAKING SENSE OF BEHAVIOUR
4. ENVIRONMENT
5. COMMUNICATION AND INTERACTION
6. TRANSITION AND CHANGE
7. EXAMS
8. CONCLUSION
EVALUATION
RESOURCES
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1. THE IMPLICATIONS OF LEGISLATION
The term, ‘presumption of mainstreaming’, was committed to legislation in The Standards in Scotland’s Schools Act following an international movement towards more inclusive practice. The term guides us to presume that almost all children will be educated within their local school community, learning alongside their peers so that all children benefit from the wider life and ethos of their local school community. http://www.legislation.gov.uk/asp/2000/6/contents
The Additional Support for Learning Act widened the groups of learners who are to be recognised as being in need of additional support. An example of this would be children suffering a short term barrier to learning as a result of bereavement or those very able youngsters who require a high degree of challenge. http://www.legislation.gov.uk/asp/2004/4/contents
The Equalities Act of 2010 introduced the term, ‘reasonable adjustments’, that are to be made to accommodate the additional support needs of learners. This could mean improving accessibility but can also mean modifying our practice to ensure that our approaches meet the needs of learners. http://www.legislation.gov.uk/ukpga/2010/15/contents
More recently, the Children and Young People’s Act clarifies expectations of staff working to provide universal and targeted support. The Act reinforces the need for early intervention to overcome any barriers to learning and participation by making effective use of the GIRFEC practice model. http://www.scotland.gov.uk/Topics/People/Young-People/legislation
The overarching themes from all recent legislation is that every child in our care has the right to the very best learning opportunities and that as the universal provider, we have a duty to effectively plan to meet the needs of all.
View the introductory film featuring Helen Shanks, Head of Service
Helen Shanks - Introduction
Now view the positive psychology film featuring Emma Powell, Educational Psychologist.
Emma Powell – Educational Psychologist
As you watch the film note down aspects of your practice which support positive psychology and an enabling ethos, also note down areas to further develop.
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2. WHAT IS AUTISM SPECTRUM DISORDER (ASD)?
Autism Spectrum Disorder is a lifelong condition that affects the way a person communicates and relates to people around them. The spectrum covers a wide range of needs, including those with complex needs, learning difficulties and those who are more able with high-functioning Autism or Asperger Syndrome.
Autism is a hidden condition – there are no physically distinguishing signs.
People with ASD may also have learning disabilities.
The exact causes of ASD are unknown but research shows that genetic, environmental and neurological factors are important.
There is no cure for ASD, but individuals can be assisted through early diagnosis and subsequent support.
The characteristics of ASD are known as the ‘Triad of Impairments’ and a child may display difficulties in each of these areas in order to be given a diagnosis of ASD.
Reflect on learners with Autism you have supported, how have their needs differed? Can you identify needs that are linked to interaction, communication and imagination
The guide will now go on to cover some of the key areas around which we can support learners with ASDs.
Making Sense of Behaviour The Environment Sensory Considerations Communication and Interactions Transitions and Change
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3. Making Sense of Behaviour
There are a range of reasons why children with an ASD have difficulties with behaviour. The world can be a confusing, isolating and daunting place for a child with ASD and it is their fundamental difficulties with communication and social interaction that are often the root cause of difficult behaviour. There are some other possible reasons, too
Children with ASD can experience a number of difficulties with communication:
Communicating with others (expressive language)
Understanding what is being said to them (receptive language)
Understanding non-verbal communication like facial expression and body language
Because of these difficulties children with ASD can find it hard to communicate their needs or to understand what other people are saying to them, or asking them to do. This can cause considerable frustration and anxiety which, if it cannot be expressed any other way it may result in challenging behaviour.
Social Situations
Communication difficulties can impact on how children deal with social situations. They may find social situations very demanding or stressful because they have to work hard to communicate with other people.
Not all children with ASD will understand that other people hold different views from theirs. This may also make social situations difficult.
Children with ASD may not understand ‘social rules’ – the unwritten rules that govern social situations, such as how close to stand to other people or how to take a turn in conversation. This is especially true if children find themselves in a new unfamiliar situation. Therefore, social situations can be daunting and unpredictable. Some children may engage in a particular behaviour to try and avoid social contact.
Unstructured Time -
Children with ASD can find ‘sequencing’ difficult , that is putting what is going to happen in a logical order in their mind. Many children have visual timetables so they can see what is going to happen, when, and plan for it. However unstructured times such as break times at school which can be noisy and chaotic, may be difficult to deal with. This is because it’s difficult for children to predict what will happen and how they are expected to behave. Other difficult times are during transition between classes or activities.
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Here are two questions to ask:
What is the ASD pupil trying to tell me by his or her behaviour?
What is the function of this behaviour?
Use a behaviour diary to try and find out what triggers a particular behaviour. This will help you monitor the behaviour over time and see what the possible causes are.
You can record using an ABC chart. On this you record what happened before hand, who was there, where was the pupil. The behaviour itself and what happened following the behaviour.
By identifying potential triggers for the behaviour, it can be easier to come up with ways of preventing it from happening in the future.
Select two behaviours to focus on at a time. Using too many new strategies with the pupil at once could result in none of them working. Prioritise behaviours you are concerned about.
Don’t worry if things get worse before they get better, the pupil might resist change. This is a normal reaction. It is important to continue with the strategies you are using and be consistent.
Ways to deal with difficult behaviour
Consistency is of the upmost importance. Whatever strategies you decide to use to help your pupils should be used by everyone involved with him/her including family members. Have the target in his IEP after discussion with all involved including the child and their parents.
Be patient. Their behaviour will not change overnight. Set SMART IEP targets. You may find it useful to track the behaviour in a diary, then it may be easier to notice small, positive changes. Review regularly so that you can praise positive changes.
Punishment rarely works as many children with ASD don’t understand the connection between their behaviour and the punishment they have received.
Exercise can help to relieve stress and frustration. Some studies have shown that regular exercise throughout the day can have a positive effect on behaviour. Many children with ASD enjoy using a trampoline.
Time out is a way to calm a child down especially if environmental factors are causing distress. Whatever place the pupil goes to should be a calm safe environment where they can be observed. Time out should only last a short time and then the pupil be directed to do a task they enjoy.
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Strategies
Speak clearly and precisely. Use short sentences, with the pupils name at the beginning so that they know your speaking to them.
Use visual supports. Children with ASD often find it easier to process visual information – this can include those good at verbal communication.
Write a social story. Social stories are short descriptions of situations, events or activities often with pictures, which include information about what to expect in a situation and why. They can give a child with ASD some idea of how other people might behave and therefore a framework fore appropriate behaviour.
Identify emotions. Many children with ASD find it difficult not only to understand how others feel, but also how they are feeling themselves. You can use stress scales to help them identify how they are feeling or visual thermometer etc. You need to help the child understand what emotions such as angry, happy, scared, etc. mean.
Learn to relax
Modify the environment
Give praise when praise is due
For more information and examples of how strategies have been used in different situations, visit www.autism.org.uk/behaviourfaq
Also look at the learning Together Guide Meeting The Challenges. This can be found on the Inclusion Team Abernet site
From this information plan a support strategy for a pupil you have with ASD and who is having behaviour issues. Share targets with all involved, track progress
and record evidence of change.
Share with a colleague
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4. Environment
People with autism can find it incredibly hard to make sense of the world. Everyday life can be confusing, meaningless or even frightening. It is important that we consider the range of environments within our schools to ensure that the needs of autistic pupils are catered for.
As autism is a spectrum condition, not every autistic person will respond to an environment in the same way. However, understanding how different environments may affect different people with autism can help to make the world a more accessible place for them. Our experience of different environments is dependent on a multitude of factors. The following four sections of this guide will go on to explore important aspects of the environment for an autistic youngster –
Sensory Considerations Social Communication and Interaction Transition Making Sense of Behaviour
One of the most effective ways of helping a person with autism to cope with the difficulties they may experience is to create a well-structured and supportive environment. This need not involve physically changing the environment. You may perhaps only make minor changes, but will focus on putting in place a routine and some useful support strategies for the person with autism.
In pairs look at the picture of the classroom on the following page:
Q1. Think of 3 ways in which you could adapt the environment to enable it to become more ‘autism friendly’.
Q2. Which of these changes would be simple to implement?
Q3.Which changes are more challenging to implement?
Q4. Where could you seek help or support to begin to make these changes?
Many adaptations to the classroom environment benefit all learners, not just those with additional support needs.
Sometimes it is not possible to adapt the environment, if this is the case much work has to be done to prepare the young person to be able to cope with presenting difficulties.
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Sensory Coniderations
Many people on the autism spectrum disorder have difficulty processing everyday sensory information such as sounds, sights and smells. This is usually called having sensory integration difficulties or sensory sensitivity. It can have a profound effect on a person’s life.
People with sensory integration difficulties – including many people with an ASD – have difficulty processing everyday sensory information.
People who struggle to deal with all this information are likely to become stressed or anxious and possibly feel physical pain. This can result in challenging behaviour.
‘If I get sensory overload then I just shut down, you get what is known as fragmentation….it’s weird, like being tuned into 40 different channels……..’
Lots of people on the autism spectrum report differences in the way their senses work. It is important for you to know a bit about this if you are supporting young people with autism because it can really influence actions, responses and behaviour.
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It can be hard to work out exactly what a persons sensory issues are because each will experience things differently and respond in different ways. Remember everyone’s tolerance levels are affected by their wellbeing, so when we are tired, ill, run down, or stressed we might not be as tolerant of sensory stimuli as when we are feeling good.
We have seven senses , sight , hearing, touch, smell, taste, vestibular, proprioception (body awareness). We also have senses related to pain, temperature and time. People on the autistic spectrum might also experience them differently. Also autistic people can experience fluctuations in their sensory processing, so it is very hard to be accurate about what is going on.
‘Sometimes when other children spoke to me I would scarcely hear, then sometimes they sounded like bullets’
‘Hearing sometimes gets louder…..things seem closer….sometimes things get suddenly brighter’
Sometime, different sensory perceptions can cause pain, distress, anxiety, fear or confusion. This can result in ‘challenging’ behaviour as someone desperately tries to block out or remove themselves from unwanted stimuli.
Sometimes senses might work too well (hypersensitive) or not well enough (hyposensitive).
Hypersensitive means the channel is too open: as a result too much information get in for the brain to handle.
‘Light touch feels like a cattle prod’
‘I was also frightened by the vacuum cleaner, the food mixer and the liquidiser because they sounded about five times louder than they actually were’
Hyposensitive means the channel is not open enough; as a result not enough information get in and the brain is deprived.
‘Sometimes their senses may become dull to the point that they cannot clearly see or hear the world around them, or even feel their own body’
(Hawthorne)
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Sensory sensitivities – Things to look out for:
Hypersensitive Hyposensitive
Dislikes dark and bright lights Moves fingers or objects in front of the eyes Looks at minute particles, picks up smallest pieces of dust Fascinated with reflections, brightly coloured objects Covers ears Makes loud rhythmic noises Dislikes having their hair cut Likes vibration Resists touch Likes pressure, tight clothes Avoids people Enjoys rough and tumble play Runs from smells Smells self , people and objects Moves away from people Seeks strong odours Craves certain foods Mouths and licks objects Uses tip of tongue for tasting Eats anything Places body in strange positions Rocks back and forth Turns whole body to look at something Lack of awareness of body position in Difficulty walking on uneven surfaces space
Becomes anxious or distressed when Spins, runs round and round feet leave the ground Bumps into objects and people
Watch the video and then read the information below to gain insight into what sensory overload can be like for an ASD pupil
Sensory overload (Interacting with Autism Project)
Work in pairs and think of ways you may be able to help a person with sensory sensitivity. Often small changes to the environment can make a difference.
To support you with this please read : http://www.autism.org.uk/sensory
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5. Communication and Interactions
Communication
Communication allows us to transfer information to others, and develop our own understanding of the world. This can be done in many ways; through talking, writing or gesture. Children with ASD can find it challenging to:
Generate appropriate forms of communication Interpret information communicated to them.
People with ASD have difficulty with this two way interaction, regardless of their verbal ability. Successful interactions require a child to respond to others when they are approached or be able to initiate interactions. Many children with ASD can do this when they want or need something, but struggle to use interaction in other ways.
With a partner or in a small group, identify one person to be the “Communicator” and one person to be the “Listener”. The Communicator has two minutes to share what they did at the weekend. However, they must not use the letter “a” in any of their communication.
Q1. What did it feel like to be the Communicator?
Q2.What did it feel like to be the Listener?
Q3. How did communication change?
In the previous section, we looked at sensory processing. When we communicate we rely on our ability to filter and manage sensory information. This can be very demanding for a pupil with ASD, and they may experience overload.
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Read the following mathematical problem and try to solve mentally, without writing anything down.
Susan likes baking cakes. She weighed enough ingredients to make 76 small cakes for her daughter’s 21st birthday. There were 8 people coming to the party originally but 9 more signed up at the last minute. But then 3 cancelled. The cakes were blue, orange and pink. They were baked for 20 minutes at gas mark 4. Susan’s brother and his triplets were standing at the door as a surprise. The dog ate a fifth of the cakes. How many cakes per person to the nearest decimal point are there?
This mathematical problem is very demanding as there is an overload of information required to process before it can be answered. Many activities within the classroom setting can present in this way for an ASD pupil. Work in pairs and simplify the question to make it easier to process.
Pupil Experience
The following excerpt was written by a Primary 6 pupil. They had been asked by their class teacher to throw a piece of paper into the bin, and the following details their thought process after the request was made.
“Was the teacher talking to me there? Well she seemed to be looking at me…and no-one else
is doing anything. What did she say again? CAN YOU THROW THIS IN THE BIN PLEASE?
It sounds a bit like a question….but she’s not waiting for an answer….. I think that’s what
people say when they want you to throw something in the bin. Maybe I should check? No I’ll
just do it, I don’t want to look stupid.
So what was it she wanted me to throw? I thought we weren’t supposed to throw things in
school? I hope I don’t get into trouble!!...... Throw is a good word, but it has ‘w’ in it. Is that
right? It doesn’t look right (writes the word down). Hmmm. why am I thinking about throw
again? I can’t remember what I was asked to do.”
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Interactions
Because of their difficulties with communication and social understanding, people with ASD can struggle with interactions. In school this could be interactions with staff members or other pupils, and ASD pupils may need support with both. One way to compensate for social communication difficulties is to help teach rules and techniques for better social interaction.
Interactions – Think about a child in your class, think about all the interactions they have in a school day. Discuss different ways of supporting these interactions. Do this in pairs and then share as a group.
6. Transitions and Change
Throughout every stage of their lives, nearly all people with ASD find that the most difficult thing to cope with is change. It is a well-known fact that, on the whole, they require routine in almost every aspect of their life and this encompasses who they interact with, when and where. Advance preparation for any change is this routine is essential and, in the case of major changes such as the transition from Home – Nursery/ Nursery – Primary School, it is crucial if they are to have the optimum chance of coping.
What many people do not realise, is that people with ASD need everything explained in minute detail so that they know what to expect. They need to know what will be expected of them, and also what the structure of their day will be like. Where possible, pre-transition visits and additional staff supporting initially can help make a potentially traumatic situation much smoother.
Many young people with ASD rely on structure and routine to cope in an unpredictable world. Any situations which are new and different and mean a change in routine, can cause great anxiety. It helps if teachers can prepare pupils for change and introduce gradually new situations they may face, this will prepare them for what happens on the day.
There is plenty parents and teachers can do to help.
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Support from Teachers
Talk about what is going to happen each day in the classroom
Prepare a visual timetable
If a visiting specialist is coming into school alert the pupil to this in advance of it happening
If there is a school trip planned or an activity that means going out of school do the preparation before hand – look at ‘Going on trips’ information on the following page
Use Social Stories to prepare for change or new situations
When planning transition e.g. Nursery to P1 or P7 to S1, plan many months in advance The pupil should visit the school on a number of accession, when its quiet, when its busy, during break times.
It is important for the pupil to meet his/her new teacher. This should be happening at each transition stage.
All of the above supports not only help pupils with an ASD, they will be beneficial for all pupils
Support from Parents
Here are some ways you can suggest to parents on how they can help support their child:
Have good communication with the school so that you can alert them to any concerns your child may have.
It would help if parents know in advance any changes to school day or teacher etc, so that you can help prepare for any changes
Teach your child simple relaxation techniques such as taking deep breaths before going into new situations
Talk to the school about relaxation so that they can remind them to use it in situations they may find difficult
If it helps play relaxing music in the house before your child leaves for school
Encourage your child to go out and about , physical activity can reduce anxiety
Make sure your child tries to eat breakfast before they leave for school
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Try to make yourself available during times of change to offer support or talk about concerns
If sitting exams, make sure your child has an exam timetable to hand – put one in the kitchen and in their bedroom. Go over the exam timetable with them so you both know dates and times of exams. Read exam information given later in the guide.
For further reading and advice, go to any of the websites listed below. http://committees.aberdeencity.gov.uk/documents/s43868/Appendix%202%20Autism%20Strategy%20final%2020 %20Jan.pdf http://www.autism.org.uk/professionals/teachers/in-your-school/primary-to-secondary.aspx http://www.scottishautism.org/our-services/childrens-services/
Going on Trips
Travel, going to the theatre, going to a museum or art gallery are wonderful experiences for all pupils but for children with ASD it can be difficult as it takes away from the structure and the routine that they may rely on
The following resources may help you to understand the preparation involved in preparing an autistic pupil for any of the above trips http://www.autism.org.uk/~/media/nas/documents/publications/going%20on%20trips%20with%20 an%20asperger%20pupil.ashx
School trips could include:
Going on trips with an Asperger pupil
Going to a museum with pupils with an autistic spectrum disorder
Going to the theatre
Think of a trip you have planned with pupils and make a list of the additional preparation you would need to do if you were taking a pupil with autistic spectrum disorder.
Remember any additional planning you do will not only help the child with autism, it will help others as well
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7. Exams
Exams are a time of anxiety for all pupils but especially those with an autism spectrum disorder (ASD). However there is plenty parents and teachers can do to help.
Many pupils are academically able, but will have difficulties with exams because:
They feel anxious
They do not understand why they need to sit exams
They do not understand exam questions
They have sensory issues and may not cope well with, for example a large exam hall
They have difficulty staying ‘on task’
Exams are new and different and mean a change in routine, this can cause great anxiety. It help if teachers can explain when exams will take place, how pupils will be preparing for them and what happens on the day.
Similarly unstructured time - such as study leave - can be difficult but there is plenty teachers and parents can do to help.
It is also worth mentioning that pupils with an ASD can be very hard on themselves and unrealistic about their performance, as well as worrying about results.
Preparing for Exams.
Teachers can help pupils by considering carefully what courses and exams they should take. Withdrawal from a course or an exam can cause additional stress and anxieties which can be problematic, so it is important teachers are sure of their assessment. Some ASD pupils need to be stretched and can take a lot of exams, while others won’t manage as many. Try to prioritise, ASD pupils don’t need to sit exams in all subjects if this proves too stressful. They should however still attend lessons as they could sit at another time. If you don’t think that pupils are ready to take exams in all subjects, encourage them to concentrate on the ones they are truly interested in. You can also opt for modular courses whenever possible.
Some pupils with an ASD have hyperlexia: they read very well but don’t necessary attach the appropriate meaning to text. This can give an exaggerated impression of a pupil’s ability. Take care that the level of exam is suited to the individual pupil.
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Special Arrangements for Exams
Schools can make their own arrangements for ASD pupils in internal exams. However for external national exams such as SQA, they must ask for special arrangements to be put in place, if necessary.
Schools have to prove that pupils need special arrangements. For example the pupil would need to have a diagnosis of an ASD and have to have evidence from teachers and other professionals involved that the arrangements are necessary.
The special arrangements you can ask for include:
Pupils to have extra time to complete exams
Pupils to sit exams in smaller rooms
Pupils to sit exams in small groups or alone
Pupils to get exam papers in different formats, such as digital
Support teachers to act as prompts to keep pupils on task
These support and others are offered to all pupils with special educational needs or additional support needs, including ASD, but must be requested in advance from exam boards. There are deadlines involved and schools need to be aware of these.
For qualifications offered by the Scottish Qualification Authority applications are made on-line using the Assessment Arrangement Request Submission software
Support from Teachers
Once you know what courses pupils are taking you could
Draw up a weekly study plan which you give to pupils at the start of the course, so they can see what they will be learning and how they will prepare for exams
Draw up a timetable showing when exams are taking place – keep it on display in your classroom
Talk about how you will be preparing for exams at school, for example revision lessons, practice with past exam papers
For the last two or three weeks of the course do practice papers or look at past papers to work on exam techniques
Talk about what happens during exams
Try to see the pupils at the start of each exam, seeing a familiar face can be re-assuring
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With another colleague look at the supports that are suggested. Are there other supports you could add?
Talk about supports you put in place for ASD and other pupils needing support Write some guidance that could be given to other teachers in the school regarding supporting pupils for exams
Understanding Exam Questions
James was a pupil with an ASD. In a school English exam a question read, ‘can you describe the main characteristics of Macbeth’s personality?’ James simply answered, ‘Yes’, because he could.
People with an ASD can take things literally, and may not understand open-ended questions
If you were to take the exam question above as an example, James was unable to infer from it that he should write about Macbeth. The question may have been better phrase like this: ‘Describe the main characteristics of Macbeth’s personality’. It would also help to say how much pupils should write, for example 400 – 500 words’. Before pupils sit exams, it would help to look at old exam questions and talk about how they would answer them. Are they interpreting the question correctly?
If you are setting tests in school, you could look at how questions are phrased: are they likely to be understood by pupils with an ASD? Look at questions you have asked pupils with an ASD. Could they have been phrased better. Ask others to bring questions from different subject areas and discuss how an ASD pupil would answer them. Do the questions need to be re-
worded?
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8. Conclusion
Now that you have completed the guide, it’s time to put training into action! Complete the Environment Checklist below, with an ASD pupil whom you work/have worked with, in mind. Just double click on the image below and you will be redirected.
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Consider the following on planning for supporting an ASD pupil at Universal Support level. Look at the section on Universal Support for ASD pupils below. Reflect what you have in place and consider what also need to be in place. What are the implications for you on:
Your professional development
Whole school policies
Whole school development needs
Key Questions for assessing and planning Are these universal requirements in place? teaching at the universal stage How will I best identify the barrier to Relationships learning/participation in the least intrusive way? Mutually respectful and consistent (Observation, discussion with partners, discussion with Staff understanding child’s personality, interests, skills, pupil/parents or individual work) learning styles and needs
Is this barrier linked to: Environment The learning environment e.g. Appropriate for learners, autism/dyslexia friendly? e.g. teaching/pedagogy, curriculum, groupings, physical structured, visual, responsive to sensory needs, low /sensory / communication, relationships? arousal etc. Family circumstances? Social and emotional needs? Nurturing & inclusive ethos Disability/health? Valuing and celebrating all achievements Child working within the class setting for the majority How can learning be differentiated to meet this of the time learning need? Can this need be met through the Actively promoting equality and fairness Personal Learning Planning process? Ensuring equality of access to the mainstream curriculum and participation by providing appropriate Does the pupil access a broad and balanced support curriculum and are we harnessing their strengths to Parents and pupils involved in the planning process build self-esteem? and decision-making Staff able to access support from others in school and What is a reasonable timescale to gather and make those linked to the school sense of information? Solution focused and restorative conversations
Flexible use of school resources including personnel Do I have all the information I need? Suitable/innovative provision of resources Does this need merit the use of an Individual Differentiated teaching Education Plan so that staff, pupil and parents support targets? If so agree SMART [specific, measurable, Knowledge and skills achievable, realistic, time bound] plan of support with Level 1: Basic Autism Awareness training (for pupil/parents where possible. management, teaching and non-teaching/support staff) Level 1 de-escalation How will we measure the impact of the plan? Creative use of technology Making effective use of the autism/dyslexia toolkits and When will we review the plan and make necessary Section 13 of the support manual changes/improvements keeping a note of the Appropriate differentiation and personalisation of effectiveness of different strategies to support future environment, curriculum and resources planning? Pedagogy– do learning activities meet needs and styles How will good practice be disseminated across the Using evidence to identify when children are school? experiencing a short term/longer term barrier to learning such as ASPECTS, Pips, INCAS, MIDYS and broader AifL approaches. Sensory needs identified and met Communication needs identified and met
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Evaluation
Completion of the evaluation form will evidence school staff members’ participation with the training guide.
School - Date Guide Completed -
**Questions 1 and 2 to be completed before training input**
1. On the scale below, please rate your current level of understanding of autistic spectrum disorder.
1 2 3 4 5 6 | | no understanding excellent understanding
2.On the scale below, please rate how relevant you feel autism spectrum disorder is to your daily practice?
1 2 3 4 5 6 | | irrelevant extremely relevant
Please circle the response option that best reflects your evaluation of today’s training:
3. The guide was: Excellent Good Ok Poor
4. The tasks in the guide were: Excellent Good Ok Poor
5. The amount of material Just Right Too Much Too Little covered was:
7. The amount of interaction Just Right Too Much Too Little encouraged was:
8. What was the most enjoyable aspect of the learning together guide?
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9. What was the most useful part of the guide for your practice?
10. If you could change anything about the guide, what would it be?
11. Now that you have completed this training, what additional training in the area of autism would be helpful?
12. Finally, on the scale below, please rate your current level of understanding of autistic spectrum disorder.
1 2 3 4 5 6 | | no understanding excellent understanding
Thank you for completing this evaluation. Your views will be used to help improve the training delivered in future.
Please return to – [email protected]
23 Supporting Learners with Autism July 2015 SUPPORTING LEARNERS WITH AUTISM – A LEARNING TOGETHER GUIDE AT UNIVERSAL STAGE
Resources
Books
Everybody is Different –Fiona Bleach
My family is different: a workbook for children with a brother or sister who has autism or Asperger Syndrome – Carolyn Brock
Asperger Syndrome and Sensory Issues- Brenda Smith Myles
The Problem is Understanding, A teachers guide to Autism and Asperger’s Syndrome – Stella Waterhouse
Talking together about an autism diagnosis- Rachel Pike (NAS)
Volcano in my tummy, helping children to handle anger- Éliane Whitehouse and Warwick Pudney
I can’t do that, my social stories to help with communication, self-care and personal skills – John Ling
Taking care of myself – Mary Wrobel
“You’re going to love this kid!” Teaching students with Autism in the inclusive Classroom – Paula Kluth
Media Rory Hoy Autism and Me - (DVD) in easy, accessible terms, Rory explains what having autism means for everyday life.
TES Resources
You Tube
iPad/iPhone apps (Available from the App store)
Autism Timers – iPad app offers a digital timer (VisTimerFreeother similar apps)
Between the Lines (various levels)- iPad app on social skills
Brainbean- an app that explores creativity, imagination and problem solving
Comic Maker HD- designs comics quickly and easily
Dragon Dictation- really useful tool for children that find it difficult to write
24 Supporting Learners with Autism July 2015 SUPPORTING LEARNERS WITH AUTISM – A LEARNING TOGETHER GUIDE AT UNIVERSAL STAGE
Flashcards for iPad- colourful flashcards
Glow Draw- drawing app
Grace- can help children build sentences to communicate iCommunicate- app with pictures, storyboards, routines and more
Idea Sketch- draws mind maps, flow charts and more iWriteWords- app that helps younger children practice writing letters, number and words
Model me going places – app can help your child with being in different environments
My Choice Board- children can express their needs and wants through this app
My Homework- to help older children that have trouble keeping track of their homework
Off we go- helps children become more comfortable in new situations
Pictello – app that can create visual stories and talking books
Story Builder- for children with autism or sensory needs
Swirlicity – iPad app (sensory)
Touch and Learn-Emotions – iPad app with flashcards of facial expressions
Touch Autism - http://touchautism.com/ - iPad apps
Touch Autism - Social Stories creator and Library- iPad app
Which does not belong- app helps pupils identify items that do not belong in a group
Services to support
Autism Outreach Service – The Autism Outreach Service is a team of teachers with experience of working with pupils with Autism Spectrum Disorder. The Team provides support for pupils, staff and families. The team is based at Mile End School. Tel. 01224 498140
Befriend a child service – Befriend a child is an Aberdeen charity that provides a 1:1 befriending service for vulnerable children/young people aged 4-16 years in Aberdeen and Aberdeenshire. Email: www.befriendachild.org.uk Tel: 01224 210060
Enquire Scotland is a Scottish advice service for additional support for learning - a lot of information on their website: http://enquire.org.uk/ Tel: 08451232303
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Grampian Care Data is a free local care, community and health information service, can signpost you to NHS, public authority and charitable services in the area that may be able to help. Website: http://www.grampiancaredata.gov.uk/
The Grampian Autistic society aims to provide support and services to individuals of all ages with Autism Spectrum Disorder and tailor services to meet their needs. A referral from the social work service is required to access this service http://www.grampianautisticsociety.co.uk Tel: 01224 277900 email: [email protected]
NAS One Stop Shop recently set up in Aberdeen - contact details - 12 Shoe Lane, Aberdeen, AB10 1AL Tel: 07436802623 or email: [email protected]
The National Autistic Society Family Support service have a helpline and offer parent seminars one of which is about managing anger; they also offer intensive family support in some cases. Tel.08088000075 Website: http://www.autism.org.uk/familyprogramme
NHS Cygnet and Early Bird provide training sessions in understanding autism for parents. This service can be accessed through a NHS referral.
SensationALL is a registered Scottish charity; it provides a multi-sensory play centre in Westhill, Aberdeenshire for children and young adults with multiple support needs and their families. Website: http://www.sensationall.org.uk/
TRAINs Workshops offer free sessions for parents on topics such as social stories,visual supports etc.
Triple A have peer support groups for young people with autism. Website: www.tripleA.uk.com Voluntary Service Aberdeen (VSA) offer support for children with additional needs including play schemes, Saturday clubs etc., they also provide support for carers. Tel 01224 212021 Email [email protected]
Other documents available from Autism Outreach include: Transition, Strategies for the classroom guide/checklist, Useful information for parents
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