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AUTISM CYMRU SCHOOL FORA

AUTISM CYMRU SCHOOL FORA. Presented by Maggie Bowen, Deputy CEO, Autism Cymru and Lynn Plimley, Education advisor, Autism Cymru. What are the School Fora ?. A series of twice yearly meetings aimed at bringing together practitioners in education from the following settings :-

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AUTISM CYMRU SCHOOL FORA

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  1. AUTISM CYMRU SCHOOL FORA Presented by Maggie Bowen, Deputy CEO, Autism Cymru and Lynn Plimley, Education advisor, Autism Cymru

  2. What are the School Fora ? A series of twice yearly meetings aimed at bringing together practitioners in education from the following settings :- Primary schools Secondary schools Special schools

  3. Aims of the School Fora To encourage the sharing of best practice in ASDs across Wales, at meetings and via the Edunet website To examine identified issues and fulfil a training role To enable practitioners to network with other colleagues across Wales and raise mutual concerns

  4. Structure of meetings Social time for informal networking Opportunities for formal group discussions on an identified issue Training presentation by a range of speakers Workshop activities with a recognised outcome which will influence future practice

  5. What do practitioners think of the Fora ? Networking is important A very valuable day Very useful to share good practice We could always use more time Very good day, good information and discussion This is how we learn best !

  6. Topics for discussion today Transition planning Different learning styles Creating an enabling environment

  7. TRANSITION PLANNING You work in a large Comprehensive. You know that there are 4 pupils with Asperger syndrome who are joining you in September. What steps will be important to put in place in order to make a smooth Transition from their Primaries to your Comprehensive ?

  8. Some examples A4 topic book to welcome to school containing pictures of people and places and vital information on school rules, given a term in advance to a Year 6 pupil One afternoon visit per week during summer term Pupils asked in advance about any worries or concerns

  9. Pupils are given a wallet with colour coded plan of school and colour markers are placed around school to correspond to the different areas for different activities Using social sentences to state expectations and rules Pupil passports

  10. LEARNING STYLES Each Fora has had a presentation on visual learning strategies and the impact of sensory differences on curriculum planning and the environment TASK What kind of learner are you ? How do you tackle self-assembly furniture ?

  11. LEARNING STYLES Do you read the written instructions and look at the diagrams ? Do you respond better when the instructions are read aloud to you ? Do you need to take apart a similar piece of furniture to understand where everything goes ?

  12. LEARNING STYLES Is predominantly visual Is predominantly auditory Is predominantly kinaesthetic Many people with ASDs (but not all) have a strong visual approach to learning Using 2 senses at a time will be difficult for them

  13. Creating an enabling environment Importance of: • Understanding psychological functioning • Understanding challenges to learning faced by the individual with an ASD • Translate this understanding into effective strategies for teaching and care

  14. AN ENABLING PHYSICAL ENVIRONMENT ISSUES TO BEAR IN MIND: • A noisy classroom may cause distress • Instructions to the whole class may go over the head • Having to worry about belongings and furniture may effectively rule out concentration for the whole lesson • If the teaching medium is oral – the learning medium is auditory – sensory differences may preclude understanding • Simple instructions may baffle • The pupil may need a structure within which to function

  15. Points for reflection…….. How do you • Help pupils with an ASD cope with understanding everyday life ? • Enable pupils with an ASD to overcome fears ? • Teach honest self-evaluation ? • Encourage independent self organisation ? • Enable pupils with an ASD to learn how to relax ? • Foster a sense of self-direction ?

  16. ACTIVITY At a Fora meeting, we looked at the recent workforce regulations and their impact in Special schools We asked delegates what they call the paid workers who support children in their schools? What is their role ? How is their professional development managed ?

  17. Over to you to debate these issues and then we will feedback your answers

  18. Maggie Bowen – maggie@autismcymru.org Lynn Plimley – lynn@autismcymru.org Co-authors of Autistic Spectrum Disorders in Secondary school and Supporting pupils with autistic spectrum disorders launched at the conference today on the Sage book stand

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