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Welcome!

Strategies to support successful inclusion in the Early Years setting:. Welcome!. The Plymouth CITEY:. Ann Wiseman Advisory teacher Andi Witt Specialist Support worker Jo Curtis Specialist Support worker Judith Holt Specialist Support worker (Ellen Wright Educational Psychologist). Aims:.

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Welcome!

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  1. Strategies to support successful inclusion in the Early Years setting: Welcome!

  2. The Plymouth CITEY: • Ann Wiseman Advisory teacher • Andi Witt Specialist Support worker • Jo Curtis Specialist Support worker • Judith Holt Specialist Support worker • (Ellen Wright Educational Psychologist)

  3. Aims:

  4. The children:

  5. What is Autism?

  6. How do we achieve our aims? Gather information!

  7. How ? • Thorough assessment of the child’s needs. • Observations. • SCERTS assessment. • Sensory profile. • Discussion with Early Years staff and making clear links with the child’s skill level and the EYFS. • Discussion with parents and other professionals.

  8. Planning, planning, planning: Adopting an ECLECTIC approach to meet the individual child’s needs and the particular Early Years environment.

  9. 6 weekly SMART IEPS/Reviews Process

  10. Sensory differences:

  11. How can we help?

  12. Developing interaction through play?:

  13. How can we help? GRAB MY ATTENTION! KEEP MY ATTENTION!

  14. How to start playing:

  15. Developing the play:

  16. Extending the play

  17. Communication: The whys and hows

  18. Golden Rules of Communication • Go to child to gain attention • Call child’s name • Repeat the same phrase • Use something visual • Wait for response.

  19. Strategies to aid understanding: The KISS rule: • Keep • It • Short and • Simple

  20. Why?

  21. How?

  22. How? Body language:

  23. Differences: How do I understand people? How do I get attention? How am I social? How do I communicate? What do I communicate?

  24. How do we help? Picture Exchange Communication System (PECS)

  25. Picture Exchange Communication System (PECS) • Why do we use PECS? To teach the child to initiate communication. (To approach a person to make a request rather than making it into thin air!) PECS phases (there are 6) parallel typical language development. Develops requesting, making sentences, developing vocabulary concepts, responding to “what do you want?” and commenting.

  26. Phases of PECS. • 1. Picture exchange. One picture. • 2.Persistence and distance. • 3. Discrimination • 4. making “ I want….strip” • 5. Responding to “What do you want?” • 6. Commenting and developing concepts: “I see..” and “I hear…”

  27. Find a motivator

  28. Managing different behaviours:

  29. What behaviours do you see?

  30. In what situations does the behaviour occur?

  31. The TEACCH approach A structured approach to developing skills.

  32. The 5 TEACCH principles • Structuring the physical environment. • Visual cueing • Creating a work station • Understanding the concept of “finished” • First this…….then that!

  33. Keep calm………

  34. Plan ahead……

  35. Look at the environment:

  36. Adjust your communication: • The KISS rule • Visual schedule • Photos/symbols • Gesture/signs

  37. Successful inclusion? Work as a team Observe very carefully Think outside of the box Use the child’s interests Be flexible in your approach!

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