Inclusion Development Programme Primary and Secondary

1. Inclusion Development ProgrammePrimary and Secondary Supporting pupils on the Autism Spectrum

2. Introduction to the Inclusion Development Programme • The aims of this programme on the autism spectrum are to : • Improve outcomes for pupils on the autism spectrum • Increase knowledge and understanding among professionals about the autism spectrum • Share good practice to enable professionals in mainstream schools to adjust policies, practices, procedures and curriculum to enable more pupils on the autism spectrum to benefit from a mainstream education

3. About the Inclusion Development Programme • The IDP includes essential guidance for head teachers and leadership teams so it can be viewed in the context of other whole-school priorities. • The IDP is : • part of the Government’s strategy for children with SEN, outlined in Removing Barriers to Achievement (DfES/0117/2004); • a suite of materials aimed to support teaching staff to increase their knowledge and skills in working with children and young people with a range of SEN; • intended to support specialist advice and guidance.

4. Estimated prevalence rate of ASD in the UK The indication from recent studies is that the figures cannot be precisely fixed, but a rate of around 1 in 100 is a best estimate of the prevalence in children. [nas.org.uk July 2009]

5. Previously published IDP resources : • Dyslexia and speech, language and communication needs • Speech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage Both these resources can be found at:www.standards.dcsf.gov.uk/nationalstrategies/inclusion/sen/idp

6. Today’s Objectives • Complete Self-Evaluation Checklist • Become familiar with IDP materials • Develop IDP Action Plan

7. Quick Guide to Contents on DVD(SNIP)

8. Guidance for facilitators, head teachers and leadership teams

9. Getting Started-Home Screen

10. What’s in it for me?

11. Navigation Features

12. Check what I knowSelf-Evaluation Checklist • Relates to all eight units • Asks questions to identify knowledge and adjustment to practice • Can be printed out or completed online • Intended to be used before and after completion of the programme

13. Activity Complete either : • Self-evaluation checklist OR • School Effectiveness Checklist Hard copies can be found in your packs and both can be downloaded from RESOURCES on the DVD.

14. Bookmarks

15. Quickfind Tab

16. Quickfind Tab

17. Viewpoint

18. Resources Tab

19. Resources Tab There are two filters : Head teacher, leadership teams and facilitators Those working directly with pupils

20. Getting Started-Unit Menu

21. Reflective Journal

23. Overview of Learning Units • Unit I :What is the autism spectrum? • In this unit you will learn that autism: • has a genetic and neurological basis • develops within the first three years of life • affects more boys than girls • affects three key developmental areas – social and emotional understanding, use of communication and language, and flexibility of thought • may affect sensory perception and responses • affects pupils in different ways.

24. Unit 2 :Social & emotional understanding • Pupils on the autism spectrum have difficulty in understanding social behaviour & reading social & emotional cues • Typically, children develop social & emotional understanding from birth through interactions with others : children on the autism spectrum do not do this intuitively • Teaching social understanding is very challenging • Pupils on the autism spectrum have difficulties in reading & understanding another person’s perspective & may have difficulty understanding & communicating their own emotions

25. Unit 3: Communication & Language • Pupils with ASD may need help to communicate effectively – to express themselves or understand others • Pupils may interpret written or spoken language literally-misunderstanding metaphors/similes/sarcasm/jokes • Pupils may use repetition/echolalia far longer than other children • Stress and anxiety are likely to increase communication difficulties – this may lead to challenging behaviour • Staff need to be able to communicate with these pupils in a variety of different ways

26. Unit 4: Flexibilty of thought and behaviour • Pupils with ASD may find it difficult to cope with changes to a familiar routine- and to apply their skills in different settings • They may have problems with making choices/problem-solving/decision making • Pupils will need support to manage change – particularly transitions to new schools or classes • Unstructured times may lead to difficulties as pupils are unsure what to do • Special interests are excellent ………… • motivators for pupils with ASD

27. Unit 5: Sensory perceptions & responses • Pupils on the autism spectrum may perceive and respond to sensory information differently • They may be under-sensitive or over-sensitive • It is important to obtain a sensory profile for individual pupils • A sensory profile of the classroom and school can be created • Adjustments to classroom and school environments might be essential for some pupils.

28. Unit 6: Know the pupil • Pupils with ASD often have very uneven profiles • Staff need to know the pupil: knowledge about the autism spectrum is not sufficient • Four main areas to assess • It is vital to find out about the pupil’s level of self-esteem and emotional well-being • The pupil, parents, carers and the staff need to be involved in creating the profile of strengths, interests and needsStaff can work with families to produce a passport for a pupil to share information.

29. Unit 7: Curriculum priorities and inclusive practice • Pupils with ASD may have difficulties in certain subject areas. • Pupils may have difficulty understanding instructions and may not let staff know this • Pre-tutoring can help pupils understand specific terms and rules of an activity before it happens • Reasonable adjustments should be made to help pupils adapt to different curriculum areas • Revision, homework and exam times can be particularly difficult for pupils with ASD and extra support should be provided • Inclusion in mainstream education can be extremely beneficial for pupils with ASD

30. Unit 8: Sources of support • There are several key elements of good school practice. • There are a number of people in school/external agencies who can support teaching staff and families • Effective communication is vital, especially between home and school • Consistency in communication systems for the pupils across all settings and staff is important • Self-advocacy for pupils should be encouraged • Good practice in ASD should be disseminated and evident across all classes and settings within school. • Staff need to carry out an audit of knowledge and skills to identify training needs across the school • Staff need to share knowledge of pupils and ASD with each other.

31. Activity Can you find your way round the IDP?

32. IDP Action Plan Some suggestions: • Timetable staff meeting time • Download Power Point (from Learning Grid) • Use your Learning Platform to give staff access to materials • Leadership teams to allocate time for staff to explore resources • Link to Performance Management • Make loan DVD available to parents and/or consider training for parents