Supporting Autistic Pupils to return to Educational Settings · 2020. 7. 1. · new environment or social situation. E.g social distancing. Autistic Pupils may struggle with the auditory

www.autismeducationtrust.org

Slide 1

Hello and welcome to the Autism Education Trust. This briefing is for anyone working in an educational setting. It focuses on supporting autistic pupils to successfully return to education settings. This briefing is aimed at all staff regardless of how much direct contact they have with autistic pupils because our research and our young people’s panel has taught us how important it is that the whole workforce has a basic understanding of autism and the additional challenges autistic pupils face.

Supporting Autistic Pupils to return to Educational Settings


Slide 2

We hope that by the end of this presentation you will be able:

• To understand the transitions that autistic pupils might find difficult.

• To understand the areas of difference associated with autism and the impact of these upon transitions.

• To understand potential strengths of autistic pupils and how to use these to support transitions.

• To understand the transitions that autistic pupils might find difficult.

• To understand the areas of difference associated with autism and the impact of these upon transitions.

• To understand potential strengths of autistic pupils and how to use these to support transitions.

Learning Aims


Slide 3

Change or transition of any kind is particularly difficult for autistic children and young people and can be a source of anxiety. This is because autistic people can find the world a confusing place because it is hard for them to predict what is going to happen next and to understand what is expected of them. A transition can be big or small, it may be moving from one location to another but it could be moving from one activity to another in the same location. This is why it is so important to provide structure, consistency and clear information supported by visuals as much as possible. So first we will consider the transitions associated with the return to school that autistic pupils may find particularly challenging.

Transitions that the pupil may find difficult:

• Leaving the house again on a regular and daily basis.

• Relationship transitions – e.g. separating from their parents/carers

• Going to bed / getting up in the morning at a new time.


Slide 4

You can help to significantly reduce anxiety and increase focus by answering these 4 basic, but essential, questions: 1. What am I doing? 2. How long am I doing it for? 3. What will I be doing next? 4. When will I get to do the things that I really want to do? Many pupils on the autism spectrum will also benefit from knowing: 5. How do I know I have started and finished?

• Learning in a space with an increased number of people.

• Completing consecutive tasks with fewer breaks.

• Moving from one classroom to another.

Transitions that the pupil mayfind difficult:


Slide 5

We will look at the four areas of difference in more detail and specifically in the context of transitions. This will help you understand why any type of transition, however big or small, can be very anxiety provoking for autistic children and young people.

The 4 areas of difference and transitions…


Slide 6

Autism is a difference not a deficit. Autistic children and young people experience differences in 4 key areas:

• Communication• Social Understanding • Sensory Sensitivities• Information processing and planning

Autism, Areas of Difference and Difficulties with Transitions


Slide 7

Here are some things linked to communication that might increase the anxiety of autistic pupils returning to education settings. The communication demands at home will undoubtedly be different from the communication demands at school. Returning to school will mean that autistic pupils have to face increased demands in communicating with more people who are less familiar to them. This is likely to cause anxiety because they may not know how to respond in social situations and may not know what is expected of them. They are likely to need additional support to manage this. If there are unfamiliar staff, the pupil may have difficulty asking for a break, but if they are becoming overwhelmed it is important they have a safe place where they can take a break and a means of being able to request this. While other children will be more easily able to adjust and go back to sitting and listening in class, autistic pupils may find this particularly difficult especially if they are experiencing heightened anxiety. Ensure that you give pupils time to practise learning to learn skills such as sitting and listening, asking for help or for a break and communicating how they feel. Allow them time to process instructions and provide them with visual information where possible.

Communication

• A sudden increase in the expectation to communicate.

• A reduced tolerance to the daily demand of being asked to sit and listen.

• Difficulty communicating feelings and emotions.

• Not being given extra time to process information or instructions.


Slide 8

Here are some things linked to social interaction that might increase the anxiety of autistic pupils returning to education settings. Difficulties with interpreting social cues means that an autistic child or young person may not know how to behave in social environments. It is likely to take longer to understand the expectations and social rules of a new environment or social situation. E.g social distancing. Autistic Pupils may struggle with the auditory aspects of a busier, social environment. They may have lost some skills or confidence in their ability to socialise with their peers, especially if there have been any changes to dynamics within friendship groups. These changes can be particularly difficult for autistic children and young people to manage and can leave them vulnerable to bullying. On a positive note, whilst there will be new social rules to learn, returning to a socially distanced classroom might well be preferable and more calming for an autistic pupil who is likely to benefit from a structured and low arousal environment.

Social Interaction

• Sudden increase in demands around social interactions and ‘chit chat’ with peers.

• Understanding new social rules e.g social distancing.

• A loss of social skills due to lack of use in lockdown.

• A desire to remain in a less noisy, more predictable, socially restrictive environment at home.


Slide 9

Here are some things linked to sensory sensitivities that might increase the anxiety of autistic pupils returning to education settings. The sensory processing differences that many autistic children and young people experience, can also contribute to the difficulties associated with transition periods as the individual may quickly become overwhelmed with sensory stimulus particularly in a new or changed environment. The autistic child or young person may find the unfamiliarity of new sensory stimulus distressing in the initial stages of a transition. On return autistic pupils are likely to be more sensitive to the noise and commotion having had time at home. During lock-down pupils have probably been able to move around their environment more freely and to learn in different rooms and in different levels of comfort. Now they will be unable to move around so freely or so frequently and this can feel extremely restrictive. This may provoke anxiety, especially if they are trying to cope with the sensation of being overloaded with all the sensory information that can feel confusing and at times even painful. Some autistic pupils will engage in self-stimulatory behaviour (characterised by rigid, repetitive movements and/or vocal sounds) to cope with their environment.

• Being less able to take movement or rest breaks when they want to or engage in self-stimulatory behaviour that helps them to cope.

• Overwhelming stimulation of the education environment.

• Having to wear a uniform again, the material may be uncomfortable or even painful.

Sensory Sensitivities


Slide 10

Here are some things linked to information processing and planning that might increase the anxiety of autistic pupils returning to education settings. The ability to adapt to going back to school will be very difficult for some autistic CYP. Routines will have changed dramatically and learning will have been managed differently in the home. Some pupils will have effectively had one to one teaching at home and they will have got used to this. For some pupils the speed of learning might have been altered at home to meet their needs. Other pupils might find direct demands difficult if these have been reduced during lockdown. Some pupils may not have been learning at home because they found it very difficult to understand why they were expected to complete school work in the home environment. Others may have done more learning than they ever have because they didn’t have to cope with the school environment and could concentrate on their work with little distraction. A good way of planning successful transitions for autistic children and young people is to focus on their strengths.

Information Processing andPlanning • The need to navigate an adapted environment

e.g. one way system around school.

• The organisational skills required to survive the day.

• Recalling relevant information.

• Making choices.


Slide 11

If we use an individual's areas of strength we can make transitions more successful. So it can help to come from a strengths-based perspective and to be creative in your thinking about how to support transitions.

Strengths and strategies that will help supporttransition…


Slide 12

You may have to think about how you can make the transition bespoke to each autistic pupil. Take time to think about how to personalise learning to meet the pupil’s needs during transition. Allowing additional time on special interests might help in re-engaging the autistic pupil during transition.

Strengths that will help supporttransition…• Intense concentration when motivated and the

sensory environment is not distracting.

• Attention to detail.

• Capable of extensive research and focus on special interests.

• Good at following clear rules and boundaries.


Slide 13

Allow additional time for autistic pupils to get used to the school environment again and make suitable reasonable adjustments in managing their distressed behaviours. Allow pupils access to sensory equipment to help manage sensory sensitivities or allow the CYP to engage in self-stimulatory behaviour e.g swaying, clapping, as this will help them to cope with their environment. Autistic pupils are likely to benefit from additional, frequent and regular opportunities for exercise and outside activities. Create safe, clearly marked spaces with low sensory stimulus and give autistic pupils permission to go to them whenever they are feeling overwhelmed, anxious or distressed. Always provide information in a clear and concise way with visual supports where ever possible.

Actions that could help…

• Additional time.

• Allow access to sensory equipment e.g ear defenders.

• Frequent exercise.

• Safe, clearly marked spaces to calm.

• Information presented visually.


Slide 14

For further information or resources please visit our website: www.autismeducationtrust.org.uk

Resources


Slide 15

The AET are here to help you support autistic children and young people during the Covid-19 pandemic and transition back to school. Please visit our Covid-19 information centre where you will find a range of useful information. The information centre contains a range of support materials, including a Covid-19 specific collection of 6 Tools for Teachers resources. There is also further information on strategies to support autistic children and young people during times of heightened stress and anxiety. It also features links to changes to SEND legislation, examples of social stories and articles by autism education specialists and training partners. All of our Covid-19 content is free to access and download. Our popular Tools for Teachers resource, consisting of 44 tools, costs £35.99.

https://www.autismeducationtrust.org.uk/covid-19-information-centre/Where you can find below our latest Tools for Teachers Covid-19 edition booklet and a wealth of support materials from our partners across England.All of our Covid-19 content is free to access and download. The full Tools for Teachers, consisting of 44 tools, is available to purchase for £35.99 here:https://www.autismeducationtrust.org.uk/shop/

Covid-19 Information Centre:

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Supporting Autistic Pupils to return to Educational Settings · 2020. 7. 1. · new environment or social situation. E.g social distancing. Autistic Pupils may struggle with the auditory