The Inclusion Development Programme Support for Pupils on the Autism Spectrum

Transcription

1 IntroductIion A The Inclusion Development Programme Support for Pupils on the Autism Spectrum LA advice pack to support schools in exploring, reflecting upon and delivering this CPD Leicestershire SEN and Extended Services 1

2 IntroductIion This advice pack is to support schools in exploring, reflecting upon and delivering the Inclusion Development Programme - Supporting Pupils on the Autism Spectrum Contents : General Information: A brief overview of the Inclusion Development Programme Page 3-4 Getting started on the IDP Flowchart Page 5 Links to whole school and national priorities Page 6 Early Years IDP: Overview of the Early Years IDP Units Page 7-9 Primary and Secondary IDP: Overview of key messages Page Page by page description of each Unit Page Additional tabs explained Page Self-Evaluation Sheets: Page Self-evaluation Tools checklist for the learner Page Whole school self-evaluation Page Audit Tools and Planning Sheets: Page Sensory Audit for schools and classrooms Page Sensory checklist for staff to complete with pupils Page Prioritisation, planning sheet for IDP Training PUPIL QUESTIONNAIRE IDP Action Plan template and example Additional Materials: Website Support across LA by EPS Page Page Page Page Purpose: This pack has been devised to support schools in navigating the IDP materials and /improvement plans. It is not a replacement for the materials available on the IDP disc Materials available: nationalstrategies.standards.dcsf.gov.uk/node/

3 IntroductIion The Inclusion Development Programme The National Strategies are responsible for taking forward the commitment made in the DfES publication Removing Barriers to Achievement, by providing continuing professional development (CPD) to all mainstream practitioners, to increase their confidence and expertise in meeting high incidence SEN in schools. This commitment has resulted in the development of the Inclusion Development Programme (IDP) - a four year training programme. In the first year, the focus was on identifying and addressing barriers to learning for pupils with dyslexia and also for those with speech, language and communication needs (SLCN.) This year the IDP targets the needs of pupils with autistic spectrum disorder. It is planned that this will be followed by CPD on supporting pupils with behavioural, emotional and social difficulties and then those with other cognitive needs. The main difference about the IDP to other National Strategy interventions and resources is the expectation that all school practitioners in mainstream settings undertake and complete it. It is however, not statutory. The Autism IDP programme is accessed through e-learning and the intention is that it is a process driven by head teachers and leadership teams. Primary and secondary IDP resources are again available on a DVD and on the IDP website (both contain broadly the same ) The IDP website is located on the Standards website. The DVD contains all the available via the website e.g. secondary and primary resources, video exemplifications, a glossary, library of resources, links to previous National Strategies resources associate with school improvement, as well as a range of materials published to support pupils on the autism spectrum. It should be noted that the materials available provide advice to enhance quality first teaching, but also some in-depth study which would be useful to develop further the skills of the SENCo, teachers and TAs working with identified pupils. The process begins with a self evaluation audit that all staff are encouraged to complete, in order to baseline confidence and competence in addressing the needs of identified pupils. The audit uses the National Strategies four levels of judgements; focusing; developing; enhancing and establishing. The audit require evidence to be identified to justify judgements made. Ideally, the self evaluation will be carried out as a whole school activity where staff jointly consolidate what they consider to be good evidence and establish key opportunities for collecting this. 3

4 IntroductIion When the audit has been completed, the head teacher and leadership team are encouraged to gather this data to develop an IDP action plan that identifies action needed to increase and evidence staff learning. It is suggested that the action plan should span one-two terms. 4

5 Getting Started on the IDP IntroductIion INITIAL CONSIDERATIONS School self evaluation Identification Current Priorities Staff Confidence Network with local schools Recent CPD Staff Self Evaluation Use LA staff selfevaluations Common areas of strength/ weakness across staff, departments/ks Which staff/ks/ department needs to focus on which Units? How will we launch the IDP? How can we use the co-coaching model? Decide on cocoaching partners Analyse Staff Self Evaluations Look at Unit aims and decide which need focusing on Approaches to delivery Who is best placed to do this? CPD coordinator/ SENCO Where and how can we share existing good practice? Do we require support from specialist services? Can we network with other schools? How/when can staff have time to work on the IDP Units? Time required What existing school structures and time could be used? Monitor through existing school structures Monitoring Outcomes of IDP Repeat staff self evaluation Lesson Obs. Data Planning Questionnaires 5

6 IntroductIion Links of IDP to Whole School and National Priorities Unit 1 Unit 2 What is the Autism Spectrum Social and emotional understanding - Removing barriers to achievement: the Government s SEN Strategy [DfES/0118/2004] Safe to learn: Embedding antibullying work in schools [DCSF/00656/2007] Bullying- a charter for action [DCSF/00657/2007LEF-EN] Social and emotional aspects of learning (SEAL): Anti-bullying [DCSF/00258/2008DWO-EN-05] Social and emotional aspects of learning: improving behaviour, improving learning [DfES/0110/2005G] Improving the mental health and psychological well-being of children and young people, national CAMHS review, interim report 2008 Unit 3 Communication and language The Bercow report: a review of services for children and young people (0-19) with speech, language and communication needs [DCSF/00632/2008-DOC-EN] Unit 4 Unit 5 Flexibility of thought and behaviour Sensory perception and responses Social and emotional aspects of learning: improving behaviour, improving learning [DfES/0110/2005G] Excellence and enjoyment: Social and emotional aspects of learning [DfES/1378/2005G] Statutory guidance on inter-agency cooperation to improve the wellbeing of children: Children s trusts Promoting Disability Equality in Schools Unity 6 Know the pupil A Short Guide to the Education and inspection Bill 2006 Unit 7 Unit 8 Curriculum priorities and inclusive practice Sources of support Consideration of the parental and pupil voice Inclusion: Does it matter where pupils are taught? [HMI 2535] 6

7 EARLY YEARS IntroductIion An overview of the IDP Units: Early Years Foundation Stage Inclusion Development Programme (IDP): Supporting children on the autism spectrum. Following an introduction to autism, the modules explore autism provision informed by the Early Years Foundation Stage (EYFS) principles: Introduction A Unique Child Positive Relationships Enabling Environments Learning and Development Learning outcomes The aim is to provide EY practitioners to: Identify areas where further knowledge is required. List the characteristics of autism. Define possible early signs of autism. Recognise the triad of impairments. Identify how different aspects of autism may affect children's learning. List ways in which support could be provided for children on the autism spectrum which could remove barriers to learning and socialisation. Demonstrate ways in which parents' and children's voices can support planning provision. Be aware of current terminology and the accompanying debate around autism and Asperger syndrome. Identify effective use of resources The IDP website page by page A. Introduction (19 pages) 1. Quote from an adult with autism 2. A guide identifies aim of programme 3. Features Explains training strategies used: audio, video, questions, talks, personal reflective journal, case studies, links and downloadable materials. 4. CPD - Booklet provided with DVD and online materials. Divided into sections for leaders and managers, practitioners, child minders, LA Consultants, EY Advisory teachers and area SENCos. 5. What is in the IDP? Explanation of IDP, why autism was selected and other materials available. 6. The autism spectrum links to self evaluation tool - 19 questions prompting identification of confidence of practitioners in responding to children with autism. 7. Identifying appropriate strategies 8. Autism defined triad of impairments tasks to complete. 9. Children with autism are unique. 4 children with autism are introduced these will feature throughout the programme. 10. How a child with autism might experience the World A is for Autism short animated film created by adults with autism, questions and feedback. 11. Adults with autism video clip from adult with Asperger s syndrome 12. Diagnosing children multiple choice activity 13. The hidden condition click activity 14. What causes autism? 7

8 EARLY IntroductIion YEARS 15. How many children have autism interactive response. 16. Myths surrounding autism multiple choice activity Time to Talk 17. Myths surrounding autism answers connected to links. 18. Focusing on children s strengths video clip featuring two mums and their boys Time to work in groups (discussion) 19. Summary learning outcomes from completion of the Unit B. A unique child (12 pages) 1. EYFS principle 2. Philosophy behind a unique child click on activity 3. Supporting children with autism 4. How a child with autism might experience the world. Video clip (1st Mum talks about her son) questions and feedback. 5. How a child with autism might experience the world. Video clip (2nd Mum talks about her son) questions and feedback 6. Describing early signs of autism - observation on the 4 case studies 7. Some main indicators of autism click multiple choice activity. 8. Describing early signs of autism through the 4 case study children. 9. Post observational discussion ideas on routes available. 10. Uneven profiles of development click task refers to 4 case study children s different levels of developmental attainment. 11. Hooking in to Ty s motivation and interest - video clip of staff in a nursery, questions and feedback. 12. Summary learning outcomes from completion of the unit. C. Positive relationships (18 pages) 1. EYFS principle 2. Developing positive relationships between parents and practitioners quote from adult with autism. 3. Different aspects of parent practitioner s relationships 4 people talk about aspects of relationships, video clips, questions and feedback. 4. Understanding stress views of parents multiple choice activity 5. Good open relationships- relationships between parents and key workers video clip, questions and feedback. 6. Sharing ECM, CAF and Early Support. 7. Describing early signs of autism. How different agencies are involved with the 4 case study children. Time to Talk 8. The importance of consistency- involving the child. Click multiple choice activity view of young person with Asperger s syndrome. 9. Gaining the perspectives offering children choices 4 case study children exemplars 10. Decoding the social norm click and drag activity to identify difficulties children may have with interactions. 11. Social understanding 3 images click to clarify specific challenges. 12. Understanding our social rules and systems quotes from 2 adults with autism. 13. The importance of peers child interacting with his peers, video, questions and feedback. 14. Enabling interaction supporting interaction in a nursery, video, questions and feedback. 15. Encouraging interaction. How the 4 case study children are enabled to interact. 16. Enabling interaction interaction between children in a nursery, video, questions and feedback. 17. Recognising progress. Discussion regarding progress of a child with autism. Video, questions and feedback. Time to work group discussion. 18. Summary learning outcomes from completion of the unit 8

9 D. Enabling environments (17 pages) 1. EYFS principle. 2. The enabling environment main features. EARLY IntroductIion YEARS 3. Physical environments quotes from 2 adults with autism 4. Visual signposts 5 slides identifying visual signposts and timetables 5. Design your own enabling environments drag and drop activity. 6. Adapting routines and daily structures. 2 video clips with advice from practitioner on adapting environments Pause for thought. 7. Finding a balance between freely chosen and adult led activities. Interactive response. 8. Group situation task to support the child with autism cope with group activities. 9. Sensory processing difficulties 7 areas identified and clarified 2 quotes from adults with autism regarding sensory processing difficulty. 10. Consider your environment 5 specific areas of challenge to investigate regarding sensory sensitivities. 11. Addressing sensory processing difficulties how these challenges have been responded to with 4 cases study children Time to Talk. 12. Aiding communication message in Norwegian video, questions and feedback. 13. Visual strategies to support communication of children with autism. Video, questions and feedback. 14. Visual support systems task Speech and language therapist developing visual timetable, video, questions and feedback. 15. Developing visual support systems task identify suggestions of visual support exemplars related to 4 case study children 16. Environment checklist audit your environment. 17. Summary learning outcomes of completion of the unit. E. Learning and development (18 pages) 1. EYFS principle 2. Physical environment multiple choice activity linked to buttons. 3. Accessing learning opportunities 3 key areas. 4. Focusing on children s strengths- using interests to motivate learning - - exemplars from 4 case study children. 5. Learning through play multiple choice of likely play choices and challenges presented by this. 6. Learning through play: feedback quotes from adults with autism. 7. Structured play SENCo engaging child with autism video, questions and feedback. 8. How to support and extend play parallel play with an adult video clip and Pause for thought. 9. Motivation - looking at what motivates the 4 case study children. 10. Planning for the individual exemplars of individual plans developed for 4 case study children. 11. Encouraging choice and turn taking adult encouraging child to choose, take turns and share, video, questions and feedback. 12. Generalising learning - to other contexts, quote from adult with autism, Time to Talk developing individual plans. 13. Coping with Change multiple choice response. 14. Planning for change how the 4 case study children are prepared for changes. 15. Planning for transition 4 key areas clarified. 16. Transition strategies planning transition to primary school for child with autism, video, question and feedback. 17. Summary part 1 summarises learning outcomes for completion of the Unit 18. Summary part 2 summarises learning outcomes for completion of all 5 units - completion of self evaluation to evidence improvements. Other areas on the website include: Resources: this includes direct links to case studies of the 4 children used as exemplars throughout the programme, the videos used and other materials e.g. reflective journal, observation tools etc. 9

10 IntroductIion 10

11 Primary and Secondary IntroductIion School Units OVERVIEW Supporting pupils on the autism spectrum (primary and secondary schools) [Guidance for facilitators, head teachers and leadership teams] Unit Key Messages Issues examined in this Unit 1 What is the autism spectrum? 2 Social and emotional understanding The autism spectrum covers a range of subgroups, but pupils on the autism spectrum have needs in common as well as different strengths and interests. Autism has a biological basis and is present by age three, although diagnosis may not happen until later. There are three key developmental areas for diagnosis: social and emotional understanding, understanding and use of communication and language, and flexibility of thought and behaviour. A fourth area which is often affected is sensory perception. Two main dimensions lead to differences: intellect of the pupil, and the severity of the autism. Diagnosis enables all who live and work with the pupil to understand and address their needs. School presents a number of challenges, which may lead to anxiety and challenging behaviour. Parents and carers of the pupils should be closely involved in working out how best to support them. Pupils on the autism spectrum experience difficulties with social understanding, social interaction and the physical proximity of others. Pupils have problems understanding the rules of social engagement and when these change. Babies and young children on the autism spectrum develop differently from typical children. Pupils may have difficulty working or playing with others, taking turns and listening to other points of view. Pupils may have difficulty understanding or communicating their emotions. Pupils may have difficulty understanding the emotions and feelings of other people. Strategies can be used to help teach social rules and raise peer awareness, and thus reduce teasing and bullying. challenging myths about autism identification of pupils on the autism spectrum diagnostic issues diversity among pupils on the autism spectrum pupils are often very different from one another a pupil s autism may not be immediately obvious challenges that school might present for pupils on the autism spectrum how some adults on the autism spectrum view autism as a different way of being, rather than as a deficit anxiety and autism consideration of typical social interaction and the skills, understanding and strategies used to engage effectively what an adult with Asperger syndrome (Paul) fails to understand about social situations the difference between the social and communicative behaviour of a typical baby and that of a child on the autism spectrum strategies for developing social and emotional understanding strategies for developing peer awareness. 11

12 Primary and Secondary IntroductIion School Units Unit Key Messages Issues examined in this Unit 3 Communication and language 4 Flexibility of thought and behaviour 5 Sensory perception and responses Pupils on the autism spectrum may need help to communicate effectively. Pupils will need help to express themselves and to understand the communication of others. Staff can alter their communication and language to reduce the communication difficulties of pupils on the autism spectrum. Pupils may interpret written or spoken language literally and misunderstand metaphors, similes and jokes. Pupils may use echolalia (repetition of another person's speech) or repetitive questioning. Strong emotions or anxiety in pupils on the autism spectrum may increase their difficulties in communication and lead to challenging behaviour. Staff need to be able to communicate in a variety of ways. Pupils on the autism spectrum will find it difficult to manage a change to an expected routine, apply skills in different settings, or think through problems. Pupils on the autism spectrum may have difficulty with choice and decision-making. Pupils need support to manage change. Unstructured times such as break and lunchtimes may lead to difficulties. Special interests are excellent motivators for pupils on the autism spectrum. Transition to a new school or class is very challenging for pupils on the autism spectrum, and they will require a lot of support. Pupils on the autism spectrum may have sensory processing difficulties. Staff should create a sensory profile for pupils on the autism spectrum, using the sensory checklist see the Sensory profile on a pupil. Pupils may experience oversensitivity or undersensitivity in each of the seven senses, and have different tolerances to stimuli. Staff should make reasonable adjustments within school to reduce sensory issues see the Sensory audit for schools and classrooms. the skills needed for effective communication the difficulties that pupils on the autism spectrum have with expressive and receptive language skills echolalia and what it suggests about a pupil s understanding how staff might modify their communication and language strategies to deal with challenging behaviour how a school can develop effective, additional communication systems how a school can provide for a pupil with limited verbal communication. why change may pose difficulties for a pupil on the autism spectrum, and what the implications are for day-to-day school life how pupils on the autism spectrum may engage in repetitive behaviour to provide structure and predictability the special interests of pupils on the autism spectrum, and how these can be used to motivate pupils the to give to a pupil on the autism spectrum about a change in the school day the provision of safe areas in which pupils can spend breaks and lunch times helping pupils make choices how two parents prepared their sons for the transition to secondary school. the different sensory-processing difficulties that a pupil on the autism spectrum may experience within a typical school how staff can support a pupil who has sensory-processing difficulties using a sensory checklist for an individual pupil creating a whole-school sensory profile and considering the adjustments you could make. 12

13 6 Know the pupil Primary and Secondary IntroductIion School Units Unit Key Messages Issues examined in this Unit 7 Curriculum priorities and inclusive practice Pupils on the autism spectrum often have very uneven profiles. Knowing the individual pupil is as important as knowing about autism. Not all pupils can easily express their needs and emotions. There are four main areas to assess: social and emotional understanding, understanding and use of communication and language, flexibility of thought and behaviour, and sensory perception. Assess a pupil s level of self-esteem and emotional well-being. Staff can work with families to produce a passport for a pupil. A number of sources of are available, both in and out of school. Pupils on the autism spectrum can experience difficulties in different subject areas. Pupils may experience difficulties in understanding and may not tell staff about this. Pre-tutoring before a lesson can help pupils to understand the specific terms and rules of an activity before it happens. Reasonable adjustments should be made to help pupils adapt to different areas of the curriculum. Revision and exam times can be particularly difficult for pupils on the autism spectrum, and extra support should be provided where necessary. Inclusion in mainstream education can be beneficial for pupils on the autism spectrum. the profiles of three very different pupils on the autism spectrum that you need in order to know the pupil using passports as a way of understanding pupils unique profiles and sharing this different people who could be approached to gather about a pupil other strategies for understanding a pupil. why a pupil on the autism spectrum may not carry out a given task the challenges and strengths that a pupil on the autism spectrum has in different curricular areas and with homework demonstrating that a school values difference and makes adjustments to practice and routines to address the additional needs of pupils involving adults and other pupils in pretutoring sharing about individuals, within and outside school what the benefits of an inclusive school may be for pupils on the autism spectrum. 8 Sources of support There are a number of key elements of good school practice. Several internal and external agencies can support teaching staff, pupils and families. It is important to keep parents/carers in the loop and promote effective home school communication. Consistency in communication systems for a pupil across all settings is important. Self-advocacy in pupils should be encouraged. Effective whole-school practice in relation to the autism spectrum should be developed. Staff need to support each other the elements of school practice that lead to effective inclusion of pupils on the autism spectrum sources of support, within and outside school, that could help to develop practice and a knowledge base regarding pupils on the autism spectrum the referral processes in school and in the local authority systems for effective involvement of parents and carers systems for sharing support strategies and communication systems that work for the pupil; barriers to effective communication strategies that encourage the pupil to problem-solve sharing responsibility for the well-being of pupils with autism with families. 13

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15 Primary and Secondary IntroductIion School Units The IDP website page by page nationalstrategies.standards.dcsf.gov.uk/node/ The first page lists: 1. What s in it for me? 2. Check what I know. 3. Unit menu. 1) What s in it for me? This opens a page that provides an introduction and sections called: How long will it take? These CPD materials are designed to be used flexibly to take account of the range of skills and knowledge that individuals will bring to the programme. The suggestion is that each unit will take you about 20 minutes to work through, although some Units may take up to one hour. Each Unit contains a number of video resources, activities, and discussion points which you will need to note down and may wish to discuss with colleagues. It is suggested that a reflective journal would be helpful to record your thoughts. You don t need to complete all the units in one sitting Before you start you should use the self-evaluation to establish current levels of skills and understanding in your school. This baseline could be gathered centrally and the school could then develop an IDP action plan which could span one two terms. The self-evaluation tool could then be revisited to establish how far your school has developed in these areas Aims. improve outcomes for pupils on the autism spectrum increase knowledge about the autism spectrum among professionals working with these pupils share good practice so that professionals in mainstream schools can make adjustments to their policies, systems and curriculum that will enable more young people on the autism spectrum to benefit from a mainstream education Key themes are: working closely with parents and gaining pupil voice are themes which will feature in each of the units because of their central role in ensuring the inclusion of a pupil with autism the nature of the autism spectrum means that there will be great diversity within it and Unit 6 Know the pupil examines this more closely many mainstream schools work very successfully with pupils on the autism spectrum Navigation Features are also discussed in this section 15

16 Primary and Secondary IntroductIion School Units 2) Check what I know This is a self evaluation sheet that relates to all eight units and asks two questions to identify knowledge and adjustment to practice. It can be completed online or printed off and is intended to be used before and after the completion of the programme. Clicking on Self-evaluation This allows you to access an electronic self-evaluation audit. It is intended that staff select each area, read the statement and complete the evidence column independently or collaboratively. It requires deciding whether practice meets the judgements of focusing, developing, establishing and enhancing and then entering evidence to support this judgement. 3) Unit menu - This lists the eight units. They are: What is the autism spectrum? Social and emotional understanding Communication and language Flexibility of thought and behaviour Sensory perception and responses Know the pupil Curriculum priorities and inclusive practice Sources of support Viewpoints: Additional provided by experts are available on some slides. To access the, click on Viewpoint found at the bottom of each page. 16

17 Primary and Secondary IntroductIion School Units 1. What is the autism spectrum? (15 pages) Resources referred to in Unit: Giving the diagnosis to the young person with Asperger syndrome or high functioning autism: Issues and strategies [Jones, 2001] Living with autism: A family s perspective [Anon, 2008] Page 1 Two video clips [pupil and parent] and viewpoint from Education Psychologist 2 Myth busters 6 myths are explored - Click on each of 6 statements to establish facts 3 Key developmental areas 3 teaching points: - Social and emotional understanding - Understanding and use of communication and language - Flexibility of thought 4 Diversity 5 issues explored: - Intellectual ability -Staff support for able pupils on autism spectrum -Severity of need -Other facts leading to difference of need -Ways factors interact 5 Falling over in your mind a hidden condition 2 video clips [adult and pupil]. 6 Reflection -Activity 7 Diagnosis 3 areas explored: How do we identify and diagnose autism? When is diagnosis made? Who makes the diagnosis? Viewpoint from Education Psychologist 8 Issues relating to diagnosis 2 teaching points. - Click on each picture to consider main areas pupils on autism spectrum affected by Click START 5 times -Click on each statement to get additional -Click on each number to get additional 9 Reflections - Activity. -Additional resource to be used Living with autism: a family s perspective from Resource section 10 Challenges -Task. 11 Challenges in school Video clip [autism worker]. 12 Anxiety video clip [parent]. 13 Engaging and involving parents, carers and families. 14 Difference not deficit 3 video clips [2 x adult John and one with a NQT. 15 Summary - What should you know? - Where you can find out more / evidence -Click on each statement to get further 17

18 Primary and Secondary IntroductIion School Units 2. Social and emotional understanding (20 pages) Resources referred to in Unit: Bullying and teasing children with ASD: What can we do? [Etherington, 2007] Three social stories Page 1 The social game Introduction - What would they talk about? - How would they check how the interaction was going? -If they wanted to leave the conversation, what might they do / say? 2 What would you say -Click START once Examples and viewpoint from Autism Specialist 3 Knowing the rules -Click START 3 times 3 interaction scenarios and viewpoint from Autism Specialist. 4 Understanding the rules of social interaction. 5 Reflections Viewpoint from Speech and Language Therapist 6 Child development What is it we learn to do 2 video clips [child and parent]. Viewpoint - Pediatrician 7 Progression of social and emotional understanding. 4 stages of communication development 8 Behaviours Difficulties, behaviour and reactions. 9 Emotions video clip [young adult, John] Viewpoint- Clinical Psychologist. 10 Reflections. 11 Teasing and bullying 3 video clips [2 adults]. 12 Strategies in action suggestions for teaching pupils on the autism spectrum Viewpoint Autism Outreach Worker 13 Outcomes impact of support on a pupil, Ben. Viewpoint Autism Outreach Worker 14 Success on the pitch video clip showing impact of support for Ben. 15 Friendships. 16 Raising peer awareness. 17 Benefits of support 3 video clips [parents and pupils]. -Click on numbers to get additional -Click on each word for additional -Click on each number to see examples of Ben s experiences 18

19 Primary and Secondary IntroductIion School Units 18 Benefits of peer awareness three video clips [teacher, parent and pupil]. 19 Reflections. 20 Summary - What should you know? - Where you can find out more -Further guidance -Click on each statement to get further Page 1 3. Communication and language (17 pages) What do you mean? 6 possible meanings for Jack s outburst 2 Reasons for communication -Task Viewpoint Autism Outreach Teacher 3 Effective communication skill. Viewpoint- Speech and language therapist 4 Understanding different forms of communication 3 problems faced by pupils 5 Expressive and receptive language skills. Viewpoint Autism Specialist -Click on each statements to get additional -Click on START 3 times for additional -Click on numbers to consider situations -Click on word Expressive and Receptive to get additional 6 Verbal communication and echolalia. -Click START 3 times to get 7 Reflections. 8 Do you mean what you say? -Click arrow two times to see full scenario 9 A literal interpretation. -Click START 3 times to get 10 Repetitive questioning 4 statements. Viewpoint - SENCo -Click on 4 statements to get additional 11 Benefits of effective communication- 2 video clips of Speech and Language Therapist. Viewpoint- Speech and Language Therapist 12 How do emotions affect communication? Parental video 13 Challenging behaviour- parent s views. Viewpoint- Autism Specialist 14 Challenging behaviour at home and at school 3 videos [parent and a teacher]. Viewpoint- Autism Specialist 15 Other ways to communicate. -Click on numbers to get further 16 Ways you can help. -Click START 6 times to get additional 17 Summary - What should you know? - Where you can find out more -Further guidance -Click on each statement to get further 19

20 Primary and Secondary IntroductIion School Units 4. Flexibility of thought and behaviour (19 pages) Resources referred to in Unit: Getting reading for high school A planning and implementation booklet for the secondary transfer process Arfur Moe s transition workbook 1 An unforeseen situation - What do you do? - How does the problem make you -Click on each statement for further considerations feel? - What decisions do you make? 2 Think flexibly areas that cause pupils on autism spectrum problems Viewpoint Autism Specialist 3 Unpredictability causes anxiety- views of adult with autism and a teacher 4 Break and lunch time 2 videos Viewpoint Autism Specialist 5 Resistance to change- 3 video clips [ a parent, school and FE setting] 6 Changes creates challenges - Task Viewpoint- Autism Specialist 7 Ritualistic and checking behaviours -Click on numbers to get further 8 Specials interests View point- Autism Specialist 9 Reflections. 10 Aiding flexible thinking- 2 ways to support pupils -Click on numbers to get additional 11 Making choices. 12 Special interests. Viewpoint- Autism Specialist 13 Using special interests to motivate 2 examples -Click on numbers to get additional 14 Motivation- 3 steps for motivation - Click on arrow 2 times to get all 15 Moving school, class or new teacher - Task 16 Transition to a new school views before the transition Parent and SENCo video 17 Transition to a new school views after the transition 3 video clips- views of teacher and 2 parents 18 Reflections. 19 Summary - What should you know? - Where you can find out more -Further guidance -Click on each statement to get further 20

21 Primary and Secondary IntroductIion School Units 5. Sensory perception and responses (17 pages) Resources referred to in Unit: Sensory profile on pupils Sensory audit for schools and classrooms 1 A hidden difficulty- scenario showing problems experienced by Gavin - Click arrows 2 times to get full Viewpoint- Occupational Therapist 2 The sensory profile. - Use of additional resources 3 The five senses. Viewpoint- Autism Specialist -Click on 5 numbers to get full 4 Two more senses. -Click on 2 numbers to get additional 5 Four case studies- examples of pupils with different sensory difficulties Click on numbers to get case study 6 Sensory profile of a pupil -TASK 7 Reflections. 8 Visual stimuli strategies for over/ under-sensitivity. -Click on statements to get additional 9 Auditory stimulation video clip [adult, John]. 10 Auditory strategies- 2 teaching points -Click on numbers to get 11 Responses to smell- 2 examples of problems experienced -Click on numbers to get Viewpoint- Autism Specialist 12 Responses to taste- 2 examples of problems -Click on numbers to get experienced Viewpoint- Autism Specialist 13 Different tactile experiences- 2 video clips [adult and pupils] Viewpoint- Head Teacher 14 Sensitivity to touch 15 Proprioception + body awareness- case study 3 part Viewpoint- Occupational Therapist 16 The vestibular system: movement and balance. 17 Summary - What should you know? - Where you can find out more -Further guidance -Click arrow 2 times -Click on each statement to get further 21

22 6. Know the pupil (16 pages) Primary and Secondary IntroductIion School Units Resources referred to in Unit: Joe s passport Matthew s passport Skills and behaviour checklist My comprehensive school: How I ve enjoyed it so far [Rocco, 1999] Page 1 Everyone is different- 3 profiles - Click on numbers to get additional 2 The uneven profile- John Viewpoint- Educational Psychologist 3 Reasons and consequences. - Click on words to get additional 4 Areas for assessment - Social and emotional understanding -Understanding and use of communication and language -Flexibility of thought and behaviour -Sensory perception and responses - Click on statements to get additional 5 Taking action. 6 Case study Matthew Viewpoint- PE Teacher 7 Matthew s passport. Viewpoint- Autism Specialist - Click on numbers to get additional about Matthew - Click on START twice to get on how to complete / use pupil passports 8 Case study Joe - Click on three numbers to get full 9 Joe s passport- identifying qualities, likes and dislikes, and key points of how to interact and support Joe 10 Reflections. 11 Who should you ask? 6 individuals - Parent - TA - Head teacher - Speech and Language Therapist - Befriender - SENCo Viewpoint- Educational Psychologist 12 A week in the life. Viewpoint- Class teacher 13 Other strategies 3 teaching points - Camera strategy - Writing a report - List of questions 14 How can be shared? 3 video clips [ teacher, parent and Head] 15 Reflections. 16 Summary - What should you know? - Where you can find out more -Further guidance - Click on six statements to see ideas could include in passport -Click on numbers to get full -Click on each statement to get further 22

23 Primary and Secondary IntroductIion School Units 7. Curriculum priorities and inclusive practice (18 pages) Resources referred to in Unit: Skills and behaviour checklist Sensory profile on a pupil A creative writing task on dinosaurs Page 1 A scenario about Josh- 3 part -Click on arrow twice to get full 2 Why did he do that? TASK Viewpoint- Outreach Teacher 3 Getting to know Josh. Viewpoint- Autism Specialist 4 Art and humanities- 6 areas of challenge Viewpoint- Head Teacher 5 The sciences- difficulties, strengths and further Viewpoint- Author on autism 6 PE and games- 3 examples of difficulties -Click on numbers to get full 7 Flexibility in the curriculum- reasonable adjustment 8 Understanding instructions. 9 Understanding instructions visual timetables 2 video clips [parent and pupil] Viewpoint- Speech and Language Therapist 10 Pre-tutoring. 11 Homework- 6 areas of challenge Recording details of homework -Click on 6 statements to get additional -Separation of home and school work -Spending too long on homework -Not understanding homework -Creating time for homework -Remembering to hand work in on time Possible consideration and solutions 12 Revision- video clip [John] 13 Examination and tests- Task Viewpoint Class teacher 14 Reflections. 15 What does success look like?- 3 video clips [Head SENCo and teacher] 16 Reflections. 17 Key features of an inclusive school- 4 key teaching points -Click on numbers to get full 23

24 Primary and Secondary IntroductIion School Units 18 Benefits of mainstream inclusion-3 video clips [2 parents and teacher] 19 Summary. - What should you know? - Where you can find out more -Further guidance -Click on each statement to get further 8. Sources of support (18 pages) Resources referred to in Unit: A poem by Wendy Lawson School effectiveness checklist Accredited courses in autism Autism spectrum disorders- training policy and framework Page 1 A poetry exercise Click Task 2 Sources of support -Task 3 Sources of and support 4 lists -Click on numbers to get full 4 External agencies- video clip [teacher] Viewpoint Educational Psychologist 5 In the loop- Scenario Viewpoint Jana s father -Click on arrow twice to get full 6 Parents or carers- 2 teaching points to aid effective communication with parents -Click START twice to get full 7 Importance of home school communication- 2 video clips [teachers and parent] 8 The home school book - What is it? - How can I make it? - What should I comment on? Viewpoint - SENCo -Click on comments to get additional 9 Consistency across settings 4 teaching points -Click on START four times to get full 10 Self advocacy 4 teaching points Viewpoint Class teacher -Click on numbers to get full 11 Deployment of staff: teaching assistants- 2 video clips [adult and TA] 12 Preparing pupils for adult life- video clip [teacher] 13 Reflections. 14 Whole school practice. Self-evaluation checklist 15 Sharing the workload- video clip [principal] 16 You and your colleagues - looking after yourself - getting the right training 17 Summary - What should you know? - Where you can find out more -Further guidance 18 Self evaluation -to assess increase in knowledge -Click on each statement to get further 24

25 Primary and Secondary IntroductIion School Units In addition the tabs include: Resources This resource bank includes a number of documents and videos that will provide you with additional and support in your work. There are two drop-down filters. The first allows differentiation between resources appropriate for: Head teachers, leadership teams and facilitator Those working with pupils In addition the resources can be sorted by those attached to specific units or those contained within the whole resource. Glossary The glossary clarifies abbreviations used. You can access the Glossary in two ways: by either selecting the Glossary icon or by selecting words in the content. This will provide you with a definition within the context of the IDP Quick find My bookmark Other inclusions Help Links to a number of useful resources These include Search - Search allows you to locate units by looking at keywords and seeing which units are related to each keyword. This can help you find quickly. Library - At the bottom of the page is a link to the library. The library contains all resources used in the programme. Profile - On the DVD version of this programme you can create a profile of based on your activities within the programme. This takes the form of filling in forms, saving them and downloading documents which you can use. Logging in - To record into your profile you first need to log into the DVD. Click on the login link at the top of the screen and enter in a unique name to identify yourself. Now anything you save will be stored in your profile. Filling in forms - On the DVD version of this programme you will find activities where you can record your thoughts and understanding by typing into forms. These forms allow you to save your and recall it at later times. On the website version you will find downloadable documents which you can save to your computer and then type into to record your. 25

26 IntroductIion Bookmarks -The Bookmark icon allows a user to save references to pages and then easily return to those pages. Bookmarks are available on the DVD only. You can use the bookmark feature of your web browser if you are viewing this programme online. Glossary -You can access the Glossary in two ways: by either selecting the Glossary icon or by selecting words in the content. This will provide you with a definition within the context of the IDP. Details Primary and Secondary Inclusion Development Programme (IDP): Supporting pupils on the autism spectrum The Inclusion Development programme National strategies website 26

27 IntroductIion Self Evaluation and Planning Sheets A number of self- evaluation tools are available in the resource library of the IDP disc, a sample of which is shown below. The school will need to consider which evaluation tool [s] will provide the most useful. A school would NOT use all the tools provided. 27

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29 Self-evaluation checklist for the learner Self Evaluation IntroductIion Tools Note: The self-evaluation tool should be completed by learners before and after using the resource to identify existing knowledge and understanding and the areas in which they might enhance their skills. Members of leadership teams in schools may encourage staff to complete the self-evaluation tool before and after using the DVD-ROM or online materials and share the results to produce an audit of knowledge and skills. This audit could help leadership teams prioritise areas for development. Codes used: K knowledge A adjustment to practice My knowledge and understanding of the autism spectrum and adjustments to practice Rate = not very confident 4 = very confident K 2K 3A 4A Unit 1: What is the autism spectrum? I know the main areas affected in pupils on the autism spectrum. I have some knowledge of the early development of pupils on the autism spectrum. I take action to find out how a pupil on the autism spectrum is affected in these areas. I alter my approach in the light of this. 5K 6K 7A 8A 9K 10K Unit 2: Social and emotional understanding I know why social interaction with peers and adults is hard for a pupil on the spectrum. I know that the pupil has difficulty in being aware of and understanding his or her emotions and those of others. I adjust my communication style to facilitate interactions with pupils on the autism spectrum. I use strategies to facilitate the social inclusion of pupils on the autism spectrum. Unit 3: Communication and language I know some of the ways in which the communication of pupils on the autism spectrum differs from typical pupils. I know some of the specific difficulties in the understanding and use of speech and non-verbal language (e.g. gesture, facial expression) that pupils on the autism spectrum experience. 29

30 Self Evaluation IntroductIion Tools My knowledge and understanding of the autism spectrum and adjustments to practice 11A 12A I use additional forms of communication when working with a pupil on the autism spectrum. I adjust my language to help the pupil understand spoken instructions. Rate = not very confident 4 = very confident K 14K 15A 16A Unit 4: Flexibility of thought and behaviour I know that a pupil on the autism spectrum has great difficulty with change and in predicting what might happen next. I know that pupils on the autism spectrum have difficulty in knowing what to do at break and lunch times. I show pupils clearly what is to happen within the day, within the classroom and within a task. I put structure and predictability into unstructured times such as break, lunch and free-choice times. 17K 18K 19A 20A Unit 5: Sensory perception and responses I know that pupils on the autism spectrum may be oversensitive or under-sensitive to sights, sounds, taste, smell and touch. I know that sensory issues in school can create serious challenges and barriers to some pupils on the autism spectrum. I assess both the sensory environment and a pupil s responses to sensory input. I modify the sensory input and challenges to pupils on the autism spectrum, where necessary. 21K 22K 23A Unit 6: Know the pupil I know that the profile and skills of an individual pupil on the autism spectrum is very uneven and can vary a great deal between pupils on the spectrum. I know that it is important to involve the pupil, parents and carers in obtaining on a pupil s needs, strengths and interests. I engage parents and carers in compiling a profile of the pupil s strengths and needs. 30

31 Self Evaluation IntroductIion Tools My knowledge and understanding of the autism spectrum and adjustments to practice 24A I engage the pupil on the autism spectrum in compiling a profile of the pupil s strengths and needs. Rate = not very confident 4 = very confident K 26K 27A 28A Unit 7: Curriculum priorities and inclusive practice I have knowledge of how pupils on the autism spectrum might be affected across subject areas or within my own subject area. I know the key features which make for inclusive practice for pupils on the autism spectrum within a mainstream school. I make adjustments to enable a pupil on the autism spectrum to access the subject areas I teach. I work to inspire an inclusive ethos in school in relation to the attitudes of other pupils and my work with parents and carers. 29K 30K 31A 32A Unit 8: Sources of support I know the people within school from whom I can get advice and support regarding pupils on the autism spectrum. I know some sources of, external to the school, on the autism spectrum. I read and contribute to the about pupils on the autism spectrum which is shared with colleagues in the school. I can list the ways in which I include parents and carers in supporting their children in school. Total score out of

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33 Whole School Self Evaluation Tool WHOLE SCHOOL SELF-EVALUATION Areas to consider Yes No Comment Have all staff been audited to identify their skills and confidence in addressing the barriers to success for pupils with SEN? Have you evidence from observation, book scrutiny etc that teachers are able to ensure the success and participation of pupils on the Autism Spectrum? Do you have evidence that all staff are confident in identifying pupils who may be on the Autism Spectrum? Are you confident that all staff are aware of how to monitor the progress of pupils with SEN including those on the Autism Spectrum? Are you confident that all staff are aware of how well pupils with LDD/SEN should be achieving? Do all staff use AfL effectively to increase the participation and engagement of pupils with LDD/SEN in their learning? Is there evidence that staff effectively use strategies to support pupils who present emotional barriers to learning e.g. lack of motivation, persistence, determination? Do you have more than 19% of pupils on the LDD/SEN register? (national average) Are there more than 15% of pupils with reading/spelling ages below SS 85? This is required in order to successfully undertake statutory duties such as the DES/AP. Audits on staff abilities to address the needs of pupils on the autism spectrum is available individually (electronically) 1:3 or as a school/dept undertaking. Required to support justification of pupils with SEN being adequately supported. Refer to the IDP PP that identifies NC Inclusion Statement If the school has evidence of recent training from external agencies.. Evidence of SENCo having undertaken additional training DCSF publications such as "Maximising progress; ensuring the attainment of all pupils with SEN." Evaluating features of effective monitoring and tracking. LA s interim advice What is good progress for children and young people with Special Educational Needs in English and Maths As above plus data provided by LA on local and national average outcomes for pupils with SEN. Formative assessment such as AfL is reported to have a higher impact on successful outcomes for pupils with SEN than summative assessments.. Evidence of effective use of SEAL and or family SEAL Evidence of impact of pastoral support on outcomes Consistent use of EBSD checklists/ assessments. The higher the percentage of pupils on the SEN register, the more likely they will impact on outcomes. A recent Gov target is the narrowing of the gap between SEN/non-SEN pop. In an average population 15% below SS 85 (average range) is what would be expected do you have more than this? If so this places an increased importance on staff skills to enable access to text and to the curriculum. 33

34 Whole School Self Evaluation Tool Have you evidence that pupils with LDD/SEN receive high quality Wave 1, 2, and 3 interventions that are evaluated for impact? Does the school s LDD/SEN pupils' attainment match, or show enhanced progress rates compared to others in the school? Does the school s LDD/SEN pupils attainment, match or show enhanced progress compared to national SEN average attainment? Does the school have evidence that TAs are deployed effectively to ensure the support of pupils with SEN? Does the school s LDD/SEN self evaluation processes, indicate that provision for pupils with SEN is good or better? Does the school have evidence that explicitly links the school s support through the provision map to increased SEN pupil outcomes? Has the school completed and maintained a Communication Quality mark/award or whole school training? Is there evidence in planning that staff provide reasonable adjustments to meet the needs of pupils with LDD/SEN including those on the Autism Spectrum? Do staff consistently and increasingly use ICT to support access to the curriculum for pupils with SEN? Does the school have evidence that parents and pupils believe it is effective in addressing the needs of pupils on the SEN Record, including those pupils on the Autism Spectrum? Is there a provision map in place? Are gaps plugged? Are Wave 1, 2 and 3 interventions audited for impact? Is best value calculated in deployment of TAs? Do TAS receive cumulative training to facilitate effective Wave 1, 2, and 3 support? Data and analysis on SEN pupils Data on SEN pupils provided via RAISEonline What processes are in place to evaluate the impact TAs have on outcomes? What do these suggest? Does the school use the LDD/SEN SEF or LDD/SEN Audit or another tool to identify the quality of its SEN provision? What are the results? Is the focus of support based on measuring impact? Can the school identify an upward trend of improvement in meeting the needs of pupils with LDD/SEN? E.G BT Communication Quality Mark for schools, (BT) The Speech, Language and Communication Framework online audit tool (ICan) Planning trawl systematically completed? Audit of pupil attainment in different subjects/classes to share good practice? Relate to DES/AP targets e.g. increasing access to text and to the curriculum. Parent and pupil questionnaires. Evidence from Pupil Voice initiatives. Complaints and compliments file. 34

35 Whole School Self Evaluation Tool Does the school include evaluated programmes within its curriculum to support pupils with SEN including those on the Autism Spectrum? Does the school include specific programmes within its curriculum to support pupils on the Autism Spectrum? Are there targets within the school s Disability Equality Scheme that could be addressed by undertaking the IDP? Have comments been made by external monitors (e.g. Ofsted) that suggest staff need additional support in meeting the needs of pupils with SEN? Does the SEN self-evaluation suggest that staff need support to increase their ability to meet the needs of pupils with SEN, including those on the Autism Spectrum? Provision Mapping? Evidence of impact on outcomes? Partnership work with Speech and Language therapists and EPS? SEAL; Circle of Friends groups Evidence of impact on outcomes? Such as increasing access to text and the curriculum for pupils with a disability? 35

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37 Sensory Audit for Schools and Classrooms This sensory audit is based on an audit designed by Val Jones and Ian Attfield to help staff in assessing and creating an environment that encourages the participation of pupils on the autism spectrum. It does not cover all aspects, but gives ideas on the ways in which the setting might be altered if pupils experience sensory processing difficulties and find it hard or very anxietyprovoking to tolerate certain sensations or situations. LA services feel that this document is useful to inform more specialist interventions, rather than QFT VISUAL Pointer Classroom illumination is suitable for pupils on the autism spectrum. The classroom is orderly and not cluttered so that pupils can make sense of the environment. Evidence to look for Fluorescent lights are regularly checked and changed. (Flickering lights can be very disturbing.) The effects of light coming into the room through blinds and creating distracting patterns are minimised. Light reflecting on objects such as metal or shiny surfaces in the classroom is minimised. The impact of wall displays is considered. (Busy and cluttered wall displays can be distracting). Designated areas for specific activities to give clarity to the classroom organisation. Current Situation Possible action (if needed) Pupils have the opportunity to work at a workstation to focus their attention, if necessary. 37

38 Sensory Audit for Schools and Classrooms NOISE and SOUNDS Pointer Evidence to look for Current Situation Possible action (if needed) Sounds from classroom equipment are kept to a minimum. Televisions, videos, audio systems and computers are switched off when not in use to avoid a mains hum. Fluorescent lights are checked regularly so that they do not hum. There are strategies in place to reduce noise when rooms are in use. Sounds from outside the classroom do not cause problems within classrooms. There are agreed strategies in place when noise becomes too much for individual pupils. Pupils are warned if a loud noise or bell is going to sound. Classrooms are carpeted to lessen noise created by the movement of people, chairs and desks. The acoustics of the gym, dining hall and hall are checked and modified to lessen echo. Hallways are carpeted to lessen the noise created by movement through the corridors. Windows are suitably soundproofed so that the noise of passing traffic is not a nuisance. There is a quiet room available which provides a calm place for pupils to relax. Strategies are put in place to support pupils who find loud noises or fire bells very difficult to tolerate. 38

39 Sensory Audit for Schools and Classrooms SMELL Pointer Evidence to look for Current Situation Possible action (if needed) Smells within the classroom are kept The smell of paints, glue, clay and to a minimum. cleaning fluids is minimal. Smells from outside the classroom are monitored and reduced, where possible Staff are aware that the smell of perfumes and deodorants may be distressing. Staff are aware that pupils may react to the smell of others. Alternative toileting arrangements are allowed (e.g. possible use of staff or disabled toilets). The smell of cooking from the cafeteria or food technology rooms is reduced. TOUCH and FEEL Pointer Evidence to look for Current Situation Possible action (if needed) Uncomfortable clothing (seams, inflexible or itchy fabrics) is avoided, where possible, unless there are safety issues Variations of the school uniform offer enough flexibility to enable pupils to be able to wear clothing they find comfortable. Willingness of the school to adapt the school uniform (e.g. wear a sweatshirt, a necktie Alternative arrangements are made for pupils who find writing to be physically painful. Seating is comfortable. loosely or one that pins on). Willingness of the school to allow some work or homework to be typed. Possible use of an Alpha Smart or laptop for written work. Padding is used to make hard chairs more comfortable. Pupils are allowed to sit on carpet squares if the floor is not carpeted. Height of tables and chairs is appropriate for pupils. 39

40 Sensory Audit for Schools and Classrooms GENERAL SENSORY ISSUES Pointer Evidence to look for Current Situation Possible action (if needed) Pupils are encouraged to let others know if they are finding a sensory aspect of the environment distressing. Pupils know that they can speak to someone about concerns. Pupils have a designated person or mentor to talk to. Pupils are relaxed when moving through corridors. (Pupils can become anxious in busy corridors due to noise, dislike of crowds and worry about being touched). Classroom organisation takes into account the individual needs of pupils. Dinner halls and queuing systems do not cause distress (due to the noise levels, smells and crowds). A system of support is available for pupils experiencing sensory overload. Pupils are allowed to leave the classroom slightly earlier or later than peers to avoid noisy corridors/crowds. Classroom organisation and individual seating plan takes into consideration individual sensory concerns (e.g. A pupil with a fascination with light reflection does not sit by the window). Pupils who become anxious by the close proximity of others are allowed ample space around their seat. Pupils are allowed to enter the dinner hall before or after peers to avoid queuing and crowds. An adult or buddy may escort a pupil to and within the dinner hall. Learning breaks are allowed when necessary. There is a designated place and a clear system/routine for pupils to follow if they feel they need to withdraw due to sensory overload to chill out. 40

41 Pupil Sensory Checklist Sensory checklist for staff to complete on a pupil (Based on the sensory profile checklist from Bogdashina, 2003) Tick which apply and then consider which teaching staff need to know this. Where possible, complete this in discussion with the parents or carers and the pupil. No. Item Yes No Don t know 1 Resists changes to familiar routines Action required 2 Does not recognise familiar people in unfamiliar clothes 3 Dislikes bright lights 4 Dislikes fluorescent lights 5 Is frightened by flashes of light 6 Puts hands over eyes or closes eyes in bright light 7 Is attracted to lights 8 Is fascinated by shiny objects and bright colours 9 Touches the walls of rooms 10 Enjoys certain patterns (e.g. brickwork, stripes) 11 Gets lost easily 12 Has a fear of heights, lifts, escalators 13 Has difficulty catching balls 14 Is startled when approached by others 15 Smells, licks, taps objects and people 16 Appears not to see certain colours 17 Uses peripheral vision when doing a task 18 Finds it easier to listen when not looking at person 19 Remembers routes and places extremely well 41

42 Pupil Sensory Checklist No. Item Yes No Don t know 20 Can memorise large amounts of on certain topics 21 Finds crowded areas very difficult Action required 22 Prefers to sit at back of group or front of group 23 Covers ears when hears certain sounds 24 Can hear sounds which others do not hear 25 Is very distressed by certain sounds 26 Bangs objects and doors 27 Is attracted by sounds and noises 28 Does not like shaking hands or being hugged 29 Likes a hug if chosen to do this 30 Only seems to hear the first words of a sentence 31 Repeats exactly what others have said 32 Very good auditory memory for songs and rhymes 33 Dislikes the feel of certain fabrics and substances 34 Seems unaware of pain and temperature 35 Dislikes certain foods and drinks 36 Seeks pressure by crawling under heavy objects 37 Hugs very tightly 38 Enjoys feeling certain materials 39 Dislikes certain everyday smells 40 Eats materials which are not edible 41 Likes to have food presented in a certain way on the plate 42 Dislikes crunchy or chewy food 43 Quite clumsy and bumps into objects and people 42

43 Pupil Sensory Checklist No. Item Yes No Don t know 44 Finds fine motor movements hard 45 Has difficulty running and climbing Action required 46 Finds it hard to ride a bike 47 Does not seem to know where body is in space 48 Has poor balance 49 Afraid of everyday movement activities such as swings, slides, trampoline 50 Has extremely good balance 43

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45 Prioritising and Planning For IDP Training Head teachers and SLT Priority Date Lead person 1:1/2 Introduction to IDP 1:3 Self-evaluation 1:4 Guidance for head teachers/slt 1:6 Primary school improvement 1:7 Secondary school improvement Autism Spectrum Units Unit 1: What is the autism spectrum? Unit 2: Social and emotional understanding Unit 3: Communication and language Unit 4: Flexibility of thought and behaviour Unit 5: Sensory perception and responses Unit 6: Know the pupil Unit 7: Curriculum priorities and inclusive practice Unit 8: Sources of support Priority 1-5 with 5 being high Date (Within 2 terms?] 45

46 Inclusion Development Programme Navigation Quiz For Initial Staff Meeting 1. How did Ruaridh sum up Asperger syndrome? [Unit 1: Supporting pupils on the autism spectrum page 1/16] 2. What are the three main areas for diagnosis? [Unit 1: Supporting pupils on the autism spectrum page 3/16] 3. What did Steve, an adult with autism, say about his condition? [Unit 1: Supporting pupils on the autism spectrum page 5/16] 4. What did Ros say was her biggest disability and why? [Unit 1: Supporting pupils on the autism spectrum page 1/16] 5. What sort of difficulties and behaviours might a pupil on the spectrum exhibit? [Unit 2: Social and Emotional Understanding page 8/20] 6. What was the effect of teasing and bullying on Steve? [Unit 2: Social and Emotional Understanding page 11/20] 7. What concerns did Zac s mother have? [Unit 3: Communication and Language page 12/17] 8. How did Ruaridh mum help him to organise himself at school? [Unit 7: Curriculum priorities and issues page 9/19] 46

47 Implementing Best Practice Within The School: Following staff training, using the IDP materials, the school would identify key areas of good practice they will adopt, which address the needs of pupils on the autism spectrum. It would then be agreed that such best practice be embedded within the school with the SMT being able to evidence this Key Areas Of Best Practice To Be Adopted 47

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49 Pupil Interview [1] Please tick YES or NO 1. I like school Comments: YES NO 2. I like doing work at school Comments: YES NO 3. I like having help Comments: YES NO 4. I like where I sit Comments: YES NO 5. I know where my timetable is Comments: YES NO 6. I know how to ask for help Comments YES NO 7. I know how to join in Comments: YES NO 49

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51 Pupil Questionnaire [2] 1. I like school Comments: 2. I like the work I do in lessons Comments: 3. I like joining in with others Comments: 4. I feel good about myself Comments: 5. I like where I sit in lessons Comments: 6. I can find my way around school Comments: 7. I know how to ask for help in lessons when I have a problem Comments: 51

52 8. I know how to ask for help at other times Comments: 9. I know my school targets to help me improve Comments: 10. It is good when staff help me Comments: 11. When I have homework I know what to do Comments: 12. I feel confident at school Comments: 52

53 IDP Action Plan and Example 53

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55 Inclusion Development Programme Autism Spectrum School IDP Action Plan Activity Staff involved, organisation, time Resources from IDP Success criteria: Staff are confident that they understand the nature and range of difficulties pupils on the Autism Spectrum experience Pupils on the Autism Spectrum show increased confidence and enjoyment and participation in lessons; progress of pupils on the autism spectrum is improved Monitoring by: SENCo /SLT/Subject leaders Time needed: As part of school on-going monitoring cycle Monitoring Strategies: Evidence from staff self evaluation (baseline compared with end), pupil questionnaire; lesson observations; pupil progress data (small steps progress data, NC levels) and observed evidence of improved progress/participation in lessons; planning and work scrutiny. 55

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57 Inclusion Development Programme School IDP Action Plan Autism Spectrum (Primary Example) This is an example of how a primary school may choose to select and use resources form the Inclusion Development Programme (IDP) This example is based on areas identified by a school s leadership team, who had discussed the Initial Considerations (see Getting Started on the IDP flow chart) and established the following: School Self Evaluation (RAISEonline, Lesson observations, school level data, specific assessment data for pupils on the SEN record, discussion with staff) Small group of pupils, on the autism spectrum, not making expected progress over the year, particularly in writing Boys are not progressing as well as girls in literacy In general, pupils at School Action make less relative progress than those at School Action Plus /Statement Small number of pupils at Key Stage 1 and 2 who cause low-level behaviour problems and appear to have a poor attitude to learning At Foundation Stage, Communication, Language and Literacy (CLL) remains the Strand where pupils score least well. Focus on dyslexia over the last 2 years is beginning to show improved rate of progress for pupils with dyslexia/weak literacy skills through focused interventions Previous Training Advice and support on autism spectrum provided over last 2 years for individual staff by Autism Outreach Team Identification Lack of staff confident in their knowledge and skills in adapting the curriculum and school environment for pupils on the autism spectrum 4 pupils identified with needs on the autism spectrum, two in KS 1 Local Schools Good existing links with two local nurseries Good links with local special school outreach worker offering support to school 57

58 School Leadership team decided to focus on the Autism Spectrum IDP materials and therefore asked all staff to complete the Staff Self Evaluation linked to this resource. Teaching Assistants completed a joint evaluation with the SENCo. Analysis of Staff Self Evaluations Unit 2: All staff feel they need greater support in understanding the breadth of social and emotional needs of pupils on the Autism spectrum Units 2, 4, 5, 7, 8: Most staff feel they need input related to these Units Unit 6: All staff feel this is their area of greater strength Support Staff: Feel most confident with Unit 6 Foundation Stage teacher is newly qualified. Feel they need CPD in most areas. Activity (Unit) Staff/Organisation Resources 1. Launch IDP Autism Spectrum focus. Ensure staff confidence in navigating materials Establish shared understanding of Inclusive QFT and co-coaching All staff meeting including governors. Led by SENCo Consideration of on Pupil Profiles Work through Unit 1: What is the autism spectrum answering the activity questions as a whole staff. Spring term 2. Unit 2: Social and emotional understanding Staff complete individually and share thoughts recorded on profiles as part of Key Stage meetings Review of Bullying policy Spring term 3. Unit 4: Flexibility of thought and behaviour Co-coaching partners within Key Stages Year 6 staff, SENCo and deputy considering transfer preparation for High School Spring term PowerPoint on key aspects of autism spectrum and ways to support pupils Navigation Quiz Unit 1: What is the autism spectrum, using all video clips Unit 2: Examples of Social Stories Bullying policy Unit 4 Liaison time with High School SENCo 58

59 Activity (Unit) Staff/Organisation Resources 5. Unit 5: Sensory perception and responses Co-coaching partners within Key Stages Unit 5 Review of school s environment Premises officer, SENCo and Head Teacher 6. Unit 7: Curriculum priorities and inclusive practice Summer term Co-coaching partners Further work between teacher with teaching assistant Staff meeting to consider core strategies/ approaches to be in place across the school Time to try out strategies and report back [this activity completed twice] Unit 7 Summer term 7. Unit 8: Sources of support Staff meeting led by SENCo Review of learning Agree aspects of best practice which will be consistently seen in school Unit 8 Identifying systems for support, within school, accessing support from external agencies School effectiveness checklist Completion of audits [summative] Summer term 59

60 Early Years IDP Activity Staff/Organisation Resources 1. Meet with managers of 2 local nurseries to Foundation Stage Leader EY IDP share outcomes of school CPD Meeting once a term 2. Work through sections of EY IDP DVD Foundation Stage team (joined by Year 1 class teachers where possible) EY IDP DVD and booklet 3. Opportunities for Foundation Stage team to visit local Special School to look at resources and approaches used with pupils on the Autism Spectrum Over autumn, spring and summer terms Deputy to organize visits Outreach worker- Special School Summer term Monitoring by: Head teacher/ SENCo/ Subject Leaders Time needed: As part of on-going monitoring cycle Monitoring Strategies: Evidence from staff questionnaire (baseline compared with end), pupil questionnaire; lesson observations; pupil progress data (small steps progress data, NC levels) and observed evidence of improved progress/participation in lessons; planning and work scrutiny 60

61 Additional Support A. IDP Website - B. Leicestershire Educational Psychology Service 1. Autism Forum Group This group has representatives from a wide range of stakeholders. Its purpose is to discuss and plan provision for children with an ASD. Parents and voluntary sector representatives may use the forum to draw concerns or issues to the attention of the Local Authority. The group is currently chaired by a Joint PEP and meets termly. 2. Autism Reference Group The Autism Reference Group is made up of professionals from all of the agencies involved in the diagnosis and support of children with Autism Spectrum Disorders. This meets on a needs basis. This is a sub group of the Joint Mental Health Strategy Steering Group and works across Rutland and Leicester City as well as Leicestershire.. The group s purposes are A) to provide a definitive opinion when there are differences of view amongst professionals about whether a child has an ASD or not. The group aims to clarify sources of the discrepancy in opinions and identify the means to resolve these. B) The group is also responsible for devising and implementing the Care Pathway described below. The EPS is represented on this group. 3. Integrated Care Pathway The Autism Spectrum Disorder pathway is designed to help professionals know where to go for additional help for the child. Also it aims to make the process as clear and timely as possible, ensuring that the child and family receive the appropriate input at the right time. Most importantly, the Pathway allows children, young people and their parents to understand how the various services will work together, with the aim of obtaining the best outcome as soon as possible. Leicestershire Educational Psychology Service has a key role to play in contributing to the pathway. This may involve gathering, consulting with external agencies and offering advice. 4. Autism Outreach Leicestershire Educational Psychology Service seeks to maintain close relations with The Autism Outreach Service offering support to children and young people with autistic spectrum disorders, schools and families. The work undertaken may include joint assessment of individual needs, assistance in planning appropriate interventions and advice in the implementation of teaching and behaviour programmes. The EPS is also involved with AOS in the preparation and delivery of training to colleagues in schools, other professionals and to parents.

62 5. Post Diagnosis Leicestershire EPS work closely with parents and carers post diagnosis. A pack is provided to parents at the point of diagnosis by the lead professional with the aim of giving the most likely required in the days and weeks following a diagnosis. The pack provides answers to some of the questions most frequently asked. The pack s contents are regularly reviewed by EPS and AOS staff 6. Consultation Schools may raise concern about an individual child and seek advice from the link Educational Psychologist. Consultation may involve a focused collaborative discussion, to develop a framework for assessment and intervention. Consultation may also include joint investigation, solution-building, planning and intervention, evaluation and review. 7. Training Educational Psychology Service provides training for professionals and parents. Packages can be compiled for individual schools or whole development groups on request. Such training is usually chargeable unless the work can be funded from another source. 8. Parent Support Educational Psychologists working in Early Years respond to requests from the Early Years Panel about young children who are likely to have additional needs on entry to school. They liaise closely with the Early Years SEN Inclusion Team, specialist and mainstream nurseries and Early Years settings to ensure that individual's needs are identified and a plan is in place to meet those needs before school entry. The Portage Service also plays a key role as a home visiting service, offering a range of provision available for young children with significant additional needs. 9. Research The Service promotes ways in which the community around the school can access applied psychology services. The EPS works with others and responds to need in order to develop new services and extend unified services for families and children. 62