Establishing a warm and secure environment for ASD pupils in the Foundation Phase

1. Establishing a warm and secure environment for ASD pupils in the Foundation Phase Shan Kenchington Louise Jones Specialist Centre Mount Street Infant and Nursery School ,Brecon

2. Who are we ? • Shan Kenchington-full time teacher in charge. Worked at the centre for 6 years and has worked in a range of schools in the county . • Louise Jones –full time classroom assistant. Worked at the centre for 16 years . • In the school’s last Estyn inspection the centre was found to “provide a very high quality of education for pupils.”

3. Who do we cater for ? • Centre can accommodate 12 full time places between the ages of 4 and 7 years old . We cater for pupils with a range of needs including ASD. Pupils are in the centre for the majority of the day and integrate into mainstream on an individual basis .An inclusion plan is drawn up in consultation with parents to meet the pupils needs and this is reviewed on a regular basis.

4. Overview • The learning environment • Structure of the day • Behaviour management • Inclusion • Resources • Practical task-scenarios

5. The learning environment • Clearly defined areas • Uncluttered • Easy access for resources • Use of portable screens • Easy access to outdoor learning • Quiet areas

6. Structure of the day • Warm welcome by familiar staff. • Visual timetable used to prepare pupils for the day . • Pupils prepared for changes in staff by visual means • Pupils involved in registration activities which occur on a DAILY basis

7. Inclusion • All pupils have a class which they integrate to for specified sessions .An inclusion plan is drawn up to meet the needs of individual pupils and reviewed on a regular basis .The feelings of the pupil are sought and taken into account as much as possible .A pupil passport is made to assist the pupil and staff with inclusion . • Handy hints for learning support assistants and teachers produced.Leaflets produced for taxi drivers and escorts .

8. Pupil Passport

9. Use visual timetables if available, if not tell the pupil the plan for the session, morning, day (age appropriate) Give a warning when something is going to change or stop (e.g. in 5 minutes we will have to get ready for lunch) Do not use sarcasm (pupils with ASD tend to take everything you say literally) Be aware of any dietary issues and be patient and understanding (eating can be a huge problem for ASD) Pupils with ASD can have heightened senses and can be intolerant of loud noises, strong smell and rough textures Pupils often like to play alone .Do not always feel that they need to play with others all the time. Pupils with ASD need a secure, predictable and structured environment so it is essential that you know about the plan for the day and talk to the child about it and then STICK to it Always introduce yourself and tell the pupil/pupils how long you will be working with them (It is useful to have a photograph of yourself so the child can be prepared for you coming) Speak in a calm voice and always say the pupils name first when you are speaking to them. Always use eye contact when talking to them but do not insist that they have eye contact with you. Only offer fixed choices (this or that) Handy Hints for Learning Support assistants when dealing with ASD pupils

10. Pupils with ASD need a secure, predictable and structured environment so it is essential that you know about the normal running of the day and STICK to it. Introduce yourself and tell the class how long you will be staying(It is useful to have a photograph of yourself made for the school so the pupils can be told the day before that you are coming ) Speak in a calm voice and always say the pupils name first when you are speaking to them. Only offer fixed choices(this or that ) Use visual timetables if available, if not tell the pupil the plan for the session,morning,day (age appropriate ) Give a warning when something is going to change or stop(eg in 5 minutes we will have to get ready for lunch) Do not use sarcasm (pupils with ASD tend to take everything you say literally ) Handy Hints for supply teachers when dealing with pupils with ASD

11. Behaviour management • All pupils require a sensitive and consistent approach • It is essential that staff are aware of the needs of ASD pupils and that they understand that they are not being naughty or awkward

12. Strategies that work for us and our children at present • Pin point the trigger and remove it • Take a break • Time out • Stoke the cat • Visual stop /start cards • Change the environment • Rules are important

13. Reward and praise appropriate behaviour. Tell the child what to do rather than not what to do . Provide each pupil with a mat which allows them to have control of their own personnel space .

14. Deciding where to start Pinpointing the setting Looking for triggers Results-what happens next? Meaning-what’s it all about ? Prevention New skills and behaviour Changing the results Whitaker’s Eight Step Plan Whitaker 2001

15. Daniel is a 4 year old boy who has started in the at our school .At all times when he is required to sit on the carpet he becomes aggressive and refuses to sit down .How could we use Whitaker’s steps to help the classroom teacher overcome Daniel’s difficulties ?

16. Problems all arise around sitting on the carpet resulting in aggressive behaviour. Why is this happening-is it a sensory issue/invasion of personal space . Try a mat/cushion . Evaluate it’s effectiveness .

17. Effective approaches being used • Write dance • Forest School • Multi sensory learning • Webster Stratton ‘s Small group Therapeutic Dina and classroom management strategies

18. Writedance • The whole scheme is wonderfully inventive and gives a wealth of ideas to be developed and adapted to suit a particular group of children. It uses a wide range of movements with a greater variety of direction than many pre-writing schemes and encourages the children in their movements quickly as well as rhythmically, with confidence and enjoyment. • This innovative and exciting programme is widely used across Europe as a way of introducing handwriting using music, movement and exercise. It has been found especially helpful for children with special educational needs, . • Psychologists working with youngsters with learning difficulties developed the idea. It was thought that encouraging children to express themselves would empower them and raise their self-esteem. The experts soon noticed that it benefited children of all abilities, and once they started writing, letters were better formed and more legible. Our ASD pupils have benefitted greatly from the programme and are far more confident at putting pen to paper .

19. Forest School • A Forest School is an innovative educational approach to outdoor play and learning. • The philosophy of Forest Schools is to encourage and inspire individuals of any age or ability through positive outdoor experiences. • We are both trained to Level 1 and are confident at taking sessions in the outdoors . • The very visual nature of activities in the outdoors is very motivating to our pupils .

20. All children learn best when they are actively involved in their learning. Pupils with ASD require added structure to their learning and can gain immensely from activities which require the use of all their senses . Subsequently our teaching involves Outdoor activities . Cooking Visits and visitors Multi-sensory learning

21. Yum ,Yum The pupils gain a great deal from cooking activities and cover so many areas of the curriculum Mathematical Language ,Literacy and communication Knowledge and understanding of the world in every session

22. Webster Stratton • The Dinosaur Social Skills and Problem Solving curriculum is a child training curriculum that strengthens children's social, emotional and academic competencies such as understanding and communicating feelings, using effective problem solving strategies, managing anger, practicing friendship and conversational skills, as well as appropriate classroom behaviours. These are many of the areas our ASD pupils are struggling with in the setting and in their everyday life. • Our mission is to advance the social and emotional behaviour of all ethnic groups ,through a series of interlocking teaching programs supported by more than twenty –five years of clinically proven worldwide research

23. Webster Stratton • Small group of identified pupils who are experiencing difficulties with behaviour and socialisation in the setting • 2 sessions per week with a teacher and LSA (both trained)

24. 2 sessions per week over 18 weeks Mainly boys on the programme Children very motivated to get involved Many of the sessions deal with dealing with emotions and conflict resolution . Small Group Therapeutic Dina

25. Resources • The Autism Inclusion Toolkit –Maggie Bowen and Lynn Plimley • The Blue Bottle mystery • Writedance • Webster Stratton Behaviour Programme • Forest School • Multi sensory learning • Pupil Passport • Leaflets for for lunch time staff, supply teachers taxi services • Sand timers • Portable screens • Portable visual timetables • Time tracker