Autism

Autism

Following a review and restructure of Specialist Teaching Support Services the 0-25 SEND Inclusive Education Service has been launched from September 2018.

Autism is an area of SEND within the Social, Communication, Interaction & Learning Team (SCIL Team), alongside; Early Years, Cognition and Learning and Social, Emotional and Mental Health.

To obtain support from the Social, Communication, Interaction & Learning Team (SCIL Team) follow this link:

Skills 4 Bradford

 

In response to the current school closures due to the Coronavirus outbreak, the SCIL specialist teaching team have suggested some resources and activities to support children and young people with Special Educational Needs in the home.

These resources are specifically designed to support children with Communication and Interaction (Autism) needs. 

 

The packs are organised into Early Years, Key Stage 1/ 2 and Key Stage 3 /4 with resources focusing on strategies and approaches to support delivery of learning.

 

 

 

Early Years Resources. 

This is me passport Nursery to Reception

 

A completed example of a passport to share an individual child’s information with the receiving setting.

Home nursery diary

 

A blank pro forma for setting staff to complete each day  to communicate with the home setting about what a child has done and enjoyed at Nursery/school.

Check your timetable cards

 

A prompt card reminding a child when they need to ‘check their timetable.

Docking stations

 

A4 sized black and white symbols for areas of provision eg construction to be used as a docking station to attach a smaller symbol to.

Choose board

 

A choose board with space for 2 activities to choose between

 

Now next blank

 

A blank now next board to encourage a child to engage with 2 activities, one after the other.

Symbols for a visual timetable

 

A complete set of black and white symbols to be used to produce part or full day visual timetables.

Toilet sequence

 

A visual sequence of symbols (colour) showing toileting routine.

Early Speech and Language

 

A set of activities to encourage early speech

sounds in simple words, and

making two-word phrases.

Language ideas for late talkers

 

Helpful strategies and activity suggestions for children who are later developing spoken language.

Recording Intensive Interaction

 

A document breaking down the 7 developmental steps within Intensive Interaction. A useful tool for staff to track a child’s progress.

Structured activity ideas

 

An extensive collection of ideas for tasks with a clear structure, sometimes referred to as ‘Shoe Box Tasks’

10 Sensory Activities for children with autism

 

A list of sensory ideas suitable for EY’s, such as, scented play dough.

 

Movement break cards

 

A number of movement based activities, presented in sequences of 3, to encourage vestibular and proprioceptive development. Includes some yoga poses and breathing exercises. Will also help with emotional regulation.

Outdoor sensory diet cards

 

A large selection of activities to encourage sensory exploration in outside spaces, such as, collecting sticks, pushing wheelbarrows.

Sensory breaks

 

A selection of physical breaks such as jumping jacks, press ups, hopping, to encourage an active break between other activities.

Primitive reflex exercises

 

These are physical exercises helping a child to develop primitive reflexes which may have been retained. Retained reflexes can lead to developmental delay.

Using the toilet at school social story

 

This is a social story including pictures which can be used to help a child use the toilet during their time at Nursery or school.

Early social skills activities

 

A selection of activities which can be used to promote social skills such as turn taking and shared attention.

Emotions

 

Symbols depicting some key emotions to help a child understand and label feelings as they happen.

School closed social story pictorial

 

A social story to help explain to a child why school or nursery is closed and how to cope with that.

Social group

 

An outline structure for a social group for use with very young children who are just learning how to be part of a group.

Key Stage 1 and 2 Resources. 

Corona Virus Social Story PowerPoint

 

A basic PowerPoint example of a social story to explain why a child’s school is shut and what we can do to keep safe.

Corona Virus Social Story (communicating print)

 

A basic example of a social story with symbols to explain why people are worried about Corona Virus and what schools are doing to keep safe.

 

** This story includes a school name on it. Print the story and cross it out and add your child’s school name**

 School is closed Social Story (with symbols)

 

 A basic example of a social story with symbols to explain why schools are closed.

How to wash hands.

 

A visual breakdown showing children how to effectively wash their hands.

Timetable

 

A basic help sheet with some photos to show you how to present the structure of your day. Your child may need this information presented through object of reference, symbols or a written list of the day.

 

Here are some symbols you can print off so that you can create your own visual timetable.

Visual timetable pdf.

Task plans.

 

Task plans allow you to visually break down and chunk tasks. It allows the young person to see clearly what is expected of them.

 

Here are some examples:

Task plan framework

Task plan with stars

Daily chores

 

Using motivators.

 

A help sheet explaining how to use motivators to promote interest and engagement in tasks.

Work station activity ideas.

 

A help sheet with ideas of activities for key skills (Literacy, Numeracy, Construction, Art, and Matching).

Building social interest.

 

A list of activities to help build opportunities for interaction.

Emotional Regulation

 

Here are some basic examples of visuals your child can use to express how they are feeling or to request a self-regulatory tool.

 

Break please card

Visuals of self-regulatory activities.

I feel … card with examples of self-regulatory activities

 

Relaxation.

 

A help sheet with relaxation techniques for all ages. 

 

Key Stage 3 and 4 Resources.

 

 

My Story About Pandemics and the Coronavirus

 

A detailed story written by Carol Gray. It includes ways to prevent the virus spreading. 

 

Talking Mat – Coronavirus

 

A speech and language strategy which could help a young person to express any worries or concerns around the Coronavirus.

 

Emotions

 

A resource to help a young person to understand their emotions, including how it makes their body feel and positive strategies that they can use to regulate their emotions.

 

Regulation Strategies

 

Relaxation help sheet with suggested techniques for different ages. 

 

Structure and Routine

 

Some helpful tips for creating structure and routine whilst there is no school due to the Coronavirus.

 

How to…..understand demand avoidance

 

Helpful approaches to try for a child who displays demand avoidance.

 

 

Social Activities for young people at home

 

A list of activities that you could do at home as a family.

 

Sensory

 

Links to resources, including, an overview with strategies, tips for handwashing and how to make slime / playdough.

 

Lego® Based Therapy

 

A quick overview of Lego® Based Therapy and how it could be used at home or school.

 

 

 


What is Autism?


Autism is a lifelong developmental disability that affects how people perceive the world and interact with others.

Autism is a spectrum condition. All autistic people share certain difficulties, but being autistic will affect them in different ways. Some autistic people also have learning disabilities, mental health issues or other conditions, meaning people need different levels of support. All people on the autism spectrum learn and develop. With the right sort of support, all can be helped to live a more fulfilling life of their own choosing.

Autism is much more common than most people think. There are around 700,000 autistic people in the UK - that's more than 1 in 100. People from all nationalities and cultural, religious and social backgrounds can be autistic, although it appears to affect more men than women.


Resources


Ten Top Tips

Sensory profile

Sensory profile.

 

Transition  

 

 

 

 

Transition is the process of changing from one place or activity, to another.

 

 

Transition can produce feelings of anxiety within any pupil, but for the pupil on the autism spectrum they are particularly significant and often result in feelings of uncertainty, confusion and even fear. The following primary and secondary resources are intended to reduce anxiety and make transitions between settings smooth. For more information about transition between activities and learning areas within the school environment, see the sections on Creating a Positive Learning Environment and Communication. These sections are under construction at present.

 

Read more about transition

  

Resources and Guidance

Early Years and Primary

This Is Me 

A booklet using pictures or photographs to help staff learn about a child on the autism spectrum who is coming in to an Early Years or Key Stage 1 setting.

 

My New Class

A booklet using pictures or photographs taken during transition visits, to help the child learn about the new Early Years or Key Stage 1 setting they are going to.

 

Powerpoint Passport

An example of a powerpoint presentation which shows how staff can work with a child on the autism spectrum to prepare for transition to, or within, a primary setting.

Click here for the powerpoint template

Matthew’s Passport

A powerpoint example of a pupil passport useful for Key Stage 2 pupils moving to a new class.

Download from Autism Inclusion Development Programme

1 Page Profile

An at a glance A4 information template to use for transferring information about a pupil within primary school

 

Instructions

Flowers

Hearts

Rockets

Football

 

 

 

 

 

 

 

Arfur Moe

A transition booklet to help support the move from primary to secondary school. Reproduced with kind permission from OSSME autism initiative UK. For further details contact OSSME: 01519245656

Transition Checklist

A checklist to enable staff who work with Year 6 students to plan a schedule for successful transition to secondary school. To be completed in collaboration with the receiving school.

Planning for Transition

Information pages from the National Autistic Society website giving guidance for parents on the process of transition from primary to secondary school

 

Transition Toolkit

A link to a free to download 30 page guide from the Autism Education Trust summarising common issues relating to transition, as well as offering guidance, practical strategies and checklists across all ages.

Please look at the links at the bottom of the webpage. 

Foundation Stage / Key Stage 1 Video Clip

How staff in one primary school managed transition for a child from Nursery into Reception

 

 

 

 

Secondary and Post 16

 

1 Sheet Passport

A template to help staff and students share information and agree and record successful strategies for learning. It can be used both on entry to secondary school and within school between year groups.

Transition Checklist

A checklist to enable staff to who will be working with Year 7 students to plan a schedule for successful transition in to secondary school. To be completed in collaboration with primary staff

Post 16 Transition

A document produced by the Autism Spectrum Team providing guidance to support the process of transition for students post 16

University and College links

A list of links to the student support and guidance pages from the websites of local universities and colleges. Useful for students, staff and parents.

Listen to Me

A document produced by Pauline Dempsey from the Autism Spectrum Team, which records pupils’ views about changes and transition in Bradford secondary schools

Transition Toolkit

A link to a free to download 30 page guide from the Autism Education Trust summarising common issues relating to transition, as well as offering guidance, practical strategies and checklists across all ages.

Please look at the links at the bottom of the webpage. 

We Can Dream

 A free to download document from the Foundation for People with Learning Disabilities outlining ways of planning for the future for young people on the autism spectrum post 16

My Kind of a Future

A free to download workbook from the Foundation for People with Learning Disabilities to help young people with learning disabilities prepare for the future

 

 

 

 

 

 

Early Years and Primary

Physical Structure

 

Physical Structure
* Makes the area clear, manageable and constant.
* Once familiar with layout, independence increases.
* Amount of physical structure can vary depending on the child’s needs

Physical structure includes:
Marking boundaries.
Highlighting specific areas of classroom
Having specific areas to sit at table, on carpet etc
Tables defined for activities. 
Label areas, resources, functions.
Use of ‘office’ desk or screens.
Finished work trays.

Schedules

 

The Use of Schedules
* Increase understanding.
* Provide concrete information about what is going to happen.
* Increase independence and helps manage transitions.
* Helps develop choice making.

Schedules include:
First… Then…
Object of reference timetables
Visual  timetables
Steps within a skill
'What am I doing?' list
Written timetable

* Using Schedules

Work Systems

 

 

Work Systems
* Help the pupil carry out their work in an organised and sequential way.
* Communicate to the pupil
1. What work do I have to do?
2. How much work is there?
3. How do I know I have finished?
4. What do I do next?
* All follow a TOP to BOTTOM and/or a LEFT to RIGHT systematic approach and include the concept of ‘finished’.

Work systems include:
Left to Right task completion
Colour coding 
Collecting equipment.

* Task list and motivators
Using Motivators

Visual information to support verbal requests.

 

 

Visual timetables and schedules will form the core support for many children but they may need additional visual support to explain abstract ideas such as time, emotions, recalling events and preparing for what is about to happen.

Visual prompts can also help pupils express when they are experiencing sensory overload or assist them to modify their behaviour

 

 

* How to help me learn
Time
Noise
Emotions and feelings
People  
Food
Journeys and visits
Recalling Information 

*Mind maps
  

Social Narrative.

 

Social Narrative helps to describe what people do and why they do it. Theydescribe what common responses are expected in a given certain situation

* Social Narrative

Comic Strip Narrative

De-escalation, relaxation and Mindful excercises.

 

 

* De- escalation

* De-escalation

* Relaxation and Mindful

* Fidget toys

 

 

 

Secondary

Physical Structure

 

Physical Structure
* Makes the area clear, manageable and constant.
* Once familiar with layout, independence increases.
* Amount of physical structure can vary depending on the student’s needs

Physical structure includes:
Classroom Seating - social
Classroom Seating - environmental
Transitions around the school
Chill out zones
Lunchtime routine
Break time
Transport and Travel

Schedules

 Description: https://bso.bradford.gov.uk/userfiles/file/schedules.jpg

 

The Use of Schedules
* Increase understanding.
* Provide concrete information about what is going to happen.
* Increase independence and helps manage transitions.
* Helps develop choice making.

Schedules include:
Timetables and planners
'What am I doing?' list
Preparing students to work with different people
Ways to help students manage journeys and visits
Home school communication systems

Work Systems

 Description: https://bso.bradford.gov.uk/userfiles/file/worksystems.jpg

 

Work Systems
* Help the pupil carry out their work in an organised and sequential way.
* Communicate four pieces of information:
     - What work do I have to do?
     - How much work do I have to do?
     - How do I know I am making progress/have                        finished?
     - What do I do next?

Work systems help students to engage with tasks. They may include:
Using colour coding to promote independent working.
Using Microsoft Word to record and express ideas.
Breaking tasks down using lists and charts.
Adapting lessons - 8 ways to change what you do. For subject specific advice see: Strategies for accessing the curriculum KS3 & 4
Supporting students to recall information
Explaining time limits for tasks
Coping with noise
Managing emotions and feelings in lessons
Motivating appropriate behaviour

 

 


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