1 Inclusion Development Programme Supporting pupils on the autism spectrum

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Inclusion Development ProgrammeSupporting pupils on the autism spectrum

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What is the Inclusion Development Programme?Aims• To improve outcomes for all pupils by helping schools

and settings to develop more inclusive practices• To promote the early recognition of signs of difficulties• To increase the confidence and knowledge of all

practitioners and teachers so they can narrow the gap between pupils with different types of SEN and their peers

• To support schools and settings to become more effective at strategic approaches and responses to the diverse needs of individual pupils

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Aims and Objectives of Session

• To talk about what autism is and the differences learners with autism experience

• To share some practical strategies

• To point you to other useful, practical resources

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IDP Autism Units

• Unit 1 What is the autism spectrum?• Unit 2 Social and emotional understanding• Unit 3 Communication and language• Unit 4 Flexibility of thought and behaviour• Unit 5 Sensory perception and responses• Unit 6 Know the pupil• Unit 7 Curriculum priorities and inclusive practice• Unit 8 Sources of support

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What Is The Autism Spectrum?

Unit 1

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Kanner

• Small scale study of a group of boys - resulting in research paper of 1943

• Presented new diagnostic criteria for Autism (we now know this as “classic” autism)

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Asperger

• Working also in 1940s, with a small group of boys

• His research identified a new medical condition called Asperger Syndrome

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The Triad of Impairments

Social and Emotional Difficulties

Communication Difficulties

Difficulties with flexible thought and behaviour

Also – Sensory Issues and Motor DifficultiesSee Appendix 1 for detailed descriptions

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Asperger Syndrome

•not usually any delay in language development but it may be “odd”

•difficulty understanding non-literal meaning

•narrow or special interests•may have obsessions about particular things

•may show differences in social development

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Semantic-Pragmatic DisorderSemantic-Pragmatic DisorderA developmental language disorder affecting two areas of

communication: ‘semantics’ (the meaning in language) and ‘pragmatics’ (social use of language). See Appendix 2.

Semantic -Pragmatic

Disorder

Asperger

Syndrome

Autism

Relationship between Autism, Asperger syndrome and Semantic-Pragmatic Disorder. (Bishop, D. et al. 1994).

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What makes Asperger Syndrome (AS) different from Classic Autism?

• Speech less commonly delayed in AS• Onset of AS usually detected somewhat

later than Autism (Gillberg, 1989)• Social and Communication Difficulties less

severe in AS• Verbal IQ usually higher than performance

IQ for AS

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• Autism with other neurological disorders is less common in AS e.g. autism and epilepsy

• AS child tends to have specific interest in objects whereas Autism child tends to have interest in parts of object (Edelson, 1996)

• Autism can occur at all levels of ability, whereas AS tends to occur with average or above average ability

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The ASD “lens”

The philosophy is that the person with ASD sees the world differently to a non-ASD person, therefore for us to understand how the world presents to a person with ASD we need to see through the “ASD lens” (Cumine, Leach & Stevenson, 2000)

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• It is one thing to know about autism, another to understand it.

• Until a person has understanding of autism they will not be able to see the world through the autism lens.

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Social and Emotional Understanding

Unit 2

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Social skills

• May be socially withdrawn and isolated• May struggle to understand social

conventions – as a result may make inappropriate comments and actions

• Some children may be passive or dependent on familiar adults and siblings

• May appear to dominate social situations

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• Sociable but may be ‘different’ or odd• May struggle to empathise with others• May have difficulty initiating social contact,

making and sustaining friendships• Could lack precision in expression of

emotions• May be indifferent to peer pressure

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Communication and Language

Unit 3

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Communication skills

• Communication may be different - verbal or non-verbal

• May appear uninterested in your side of the conversation

• Interpretation of language may be literal

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• May use different intonation and expression – may lack inflection and appear monotonous in their verbal communication

• Child may experience problems in repairing conversation or not know that it needs to be repaired

• Speech may be overly precise or pedantic

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Flexibility of Thought and Behaviour

Unit 4

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Rigidity

• Learning is specific to the situation – tend to find it hard to generalise what they have learned

• May not understand the underlying purpose of rules

• May view things in “black and white” and not understand about flexibility of rules and routines

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• Simple self directed repetitive behaviour (rocking, flapping arms, flicking fingers) – this can act as a comforting and calming behaviour

• May have routines involving objects/space/time

• Verbal routines – may have to say the same short phrase in response to “trigger” word or scenario

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Sensory Perception and Responses

Unit 5

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Sensory Perceptual Differences

• Hyper or hypo sensitive responses can occur in any of the sensory systems (see Appendix 3):– Visual– Auditory– Smell– Taste– Touch– Vestibular (sense of balance)– Proprioception (body awareness)

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• The child’s perception of the world around them can also be different.

• Their perception may be fragmented, delayed or distorted

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Know The Pupil – Unit 6

Implications of Autism Spectrum for the child in school

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Difficulties in Class

• Understanding rules/ reactions• Taking in verbal information quickly enough

– filtering out unimportant information or misunderstanding what has been said

• Saying it like it is!• Coping with anger• Sharing focus of attention

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Difficulties in Class (2)

• Maintaining focus

• Sensory issues

• Lack of organisational skills

• Quest for perfection

• Need to maintain control, collecting in or giving out. Keeping control of group equipment

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Motor difficulties

• May find gross and fine motor skills difficult

• May walk with an awkward gait• Resulting difficulties with handwriting, PE

and the use of tools and equipment

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Curriculum Priorities and Inclusive Practice – Unit 7

Strategies for Staff

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Teaching

Also see Appendix 4 for further suggestions

• More formal teaching often works best• Provide structure and routine• The use of visual systems• Allow for some independent work• Be specific where they should sit and

keep this constant• Define the child’s role in group work

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Communication

• Communication system

• Visual learning

• Monitor your speech

• Learning style

• Allow extra time

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Strategies to use:Delayed processing• Give pupils time to take in

information and process it• Do not interrupt• Be aware that autistic pupils need

time to shift attention or modality• Rapidly changing social interactions

very hard to follow

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Social Interaction

• Safety area• Co-operative learning strategies• Control exposure to groups• Structure, patience, direction• Create a code for ‘help’

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Strategies to use to defuse a behavioural problem

• Remove student from the environment in a non-punitive way• Use proximity control• Use visual signals and timetable• Have a safe base• Walk with the student without talking and never be

confrontational

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Rigidity

• Decide on rules

• Be flexible

• Decide on where and how

• Use special interests

• Visual timetable

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Strategies to use: Gestalt

• Need sameness and predictability• Communicate changes first – by

visual/tactile means• Take steps to reduce sensory

overload

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Strategies to use:Fragmented perception• Rules and rituals to facilitate

understanding of what is going on and what is to happen

• Introduce change slowly• Explain beforehand why and what is

happening• Make environment predictable

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Strategies to use: Hyper/hypo sensitivities• Assess each sense• Try to desensitise – help pupil to

tolerate stimuli• Provide aids to cope with stimuli • Change environment

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Sources of Support

Unit 8

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How could you build on this training session?

• Review the questionnaires to identify areas in which staff feel they lack knowledge and confidence

• Include time for staff training in the next school improvement plan

• Identify a core group of staff to plan a programme of training

• The possibilities are endless and need to suit your situation and needs!!

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IDP Autism Materials

• Web-based resource

• http://nationalstrategies.standards.dcsf.gov.uk/node/165037

• Also available as a dvd resource ref. 00041-2009DVD-EN from DCSF Publications

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Web-based IDP resource

• Provides dvd-based scenarios of different professionals

• Useful advice on home-school links

• Suggestions for reflections on your own practice

• Whole-school practice suggestions

• Myth-busters questions

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Resources Section

• Resources based on each Unit – Good Practice Guidance– Initial Sensory Checklist– Transition Support – Issues about giving the diagnosis discussion– Pupil Passports– SEAL materials

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Local Support

• LEIS 01772 532478

• For Nursery / Reception children some may be on the LUFAP programme 01257 517208

• Educational Psychology 01772 531661

• Hillside School Outreach Team 01772 782205

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Suggested Further Training

• Social stories• TEACCH introduction• Sensory perceptions• 10 minute motor skills• Emotional development and the brain• Managing behaviour in the child with autism

• Available via Service Level Agreement

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