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 High Incidence Team (HIT), alongside; Early Years, Cognition and Learning and Social, Emotional and Mental Health.

To obtain support from the High Incidence Team follow this link

High Incidence Team Page

 


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

 

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

Pupil Passport

A web link to free, downloadable, gender specific ‘communication passports’ from ISPEEK.

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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.

This document includes a comprehensivechecklist for parents on page 24.

Breaking Down Barriers to Learning

A link to a free to download booklet which gives practical strategies for achieving successful transition from primary to secondary school for students with Autism and Asperger Syndrome

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 30 page guide from the Autism Education Trust summarising common issues as well as offering guidance, practical strategies and checklists across all ages

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

 

 


Page owned by Fiona Whitaker, last updated on 22/05/2019. This page has been viewed 1,391 times.