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Speaker s : Rachel Evans , Jakki Walton. Our school – The Vale of Evesham. Type of school Number on roll Numbers coming from mainstream each year Number part time placements Us – our background . ARC – Autism R esource Centre. “ reverse inclusion” – pupils come to ARC
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Our school – The Vale of Evesham Type of school Number on roll Numbers coming from mainstream each year Number part time placements Us – our background
ARC – Autism Resource Centre “reverse inclusion” – pupils come to ARC Currently see 20 pupils. Across Key Stages 1, 2, 3 Work closely with class, other professionals and parents Leading Aspect Award
Visual • Visual supports can be used to help people with an autism spectrum condition (ASC). They are adaptable, portable and can be used in most situations. • We see and use visual prompts every day, for example road signs, maps and shopping lists. They help us to function, to understand the world around us, and provide us with valuable information.
Many people with an ASD are thought to be visual learners, so presenting information in a visual way can help to encourage and support people’s communication, language development and ability to process information. It can also promote independence, build confidence and raise self-esteem.
“I think in pictures. Words are like a second language to me…when somebody speaks to me, his words are instantly translated into pictures… One of the most profound mysteries of autism has been the remarkable ability of most autistic people to excel at visual spatial skills while performing so poorly at verbal skills.” (Grandin)
Visual systems • Concrete • One step removed from personal approach • Easy to interpret – including when arousal levels are high • Useful for other difficulties such as E.A.L
T.E.A.C.C.H • Individual work area – distraction free, clear • Used as part of the class routine. • Positive NOT time – out • Concept of “first... Then....” • Difficulty with start / finish • Individual tasks presented in a boundary of a box – clear expectations
Pupil works from left – right so systematic Have “control” over the order of the tasks. Clear manageable steps; 1:1 work and opportunity to consolidate skills by having an independent work box. In my opinion ALL classes would benefit from a work station to maximise learning
Other strategies:- Specific play programmes Social stories Scripts Comic strips Video rehearsal
Sensory difficulties BIG BIG issue – and one that is seriously under considered in schools. I personally think it is a harder issue with verbal children. High levels of anxiety Staff need to do a sensory profile and look at areas of hyper and hypo sensitivity
These are not consistent and there can be “spikey” profiles – and can vary according to factors such as health, life events etc. Pupils with ASC assume that everyone feels the same as they do – so if they react to light touch with pain sensation they expect staff to know the reason.
Look at behaviours / reactions for sensory issues eg: eye contact, proximity of space, touch, tactile defensive. Also need to consider olfactory sensitivity, visual sensitivity and factors that may trigger agitation through past association.
PLEASE be empathic about pupils that NEED to fidgit / wiggle etc in order to keep their equilibrium. Build into their timetable activities that address their sensory integration needs that do not make them look / feel different to their peers.
Talking to some of our pupils who have moved from mainstream – there are huge difficulties with making friends, maintaining friends and social skills. Plan and put support in place – to address these important needs. Opportunity to rehearse social events and practice reactions of others
Issues that have been noted at transition to our school. Velcro approach Differentiation Staff knowing about the individuals – especially likes / dislikes High expectations Heads used for negative behaviours!!
