@A2Education

Transition

Supporting Pupils with Autism to

Return to School After Covid 19

Communication and Autism Team

2020

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Aims • To consider the needs of pupils with Autism in relation to

Transition

• To raise awareness and reflect on current practice and

strategies

• To consider how strategies can be further developed and used

to support this critical transition

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Presentation Structure• PowerPoint A: Planning ahead ready for schools re-

opening and general planning for Pupils with

Autism.

• PowerPoint B: Planning for Return of Specific Pupils

• PowerPoint C: Specific ASC Needs in School on

Return

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Views of Pupils

What do the young people themselves say about

important considerations?

• Reduce numbers of people around us

• Re-affirm our routines

• We will need cleaning stations

• Provide a slower start for us

• Focus specifically on our mental health

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Action Plan• How and when will you contact parents? • When do you start the transition for the pupils?• Will the pupils all come in together?• Where will they be?• What will the pupils do?• How will you support the child and the family in this

process?• Who needs to be involved?• Which pupils are ready to come back? RAG Rate your

Pupils (See PowerPoint 2)

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Why should we consider impacts?

What should we consider?

Ask the important questions

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Transitions are difficult for individuals with autism:

• The four key areas of difference

• Psychological theories

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Difficulties• Sensory

• Social Interaction

• Communication

• Information Processing

• Cognition and Learning

• Emotional

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Pupils are likely to have difficulties with transition as a result of:

• Managing a change to an expected routine • Re-establishing expectations –behaviour and learning• Applying skills in different settings • Doing several things almost simultaneously • Recalling relevant information • Making choice’s • Making decisions• Managing their emotions aroused

by the situation.• Separation anxiety

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• Leaving the house on a regular and daily basis

• More than one setting transition a day: Home to school/school to home

• Learning in a space with increased numbers of people

• Completing one task to another with fewer breaks

• Transitioning from one lesson/room to another

• Activity in unstructured to structured times

• Relationship transitions

There are many transitions that will happen now that have not happened for some time

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Protective Factors• Intense concentration, when motivated

• Original ideas and creative

• Attention to detail

• Capable of extensive research and focus on interests

• An affinity with computers and other technology

• Reliable

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General Strategic Transition Plans

• Autism specific training for staff

• Would some pupils/ families benefit from a PCR

review early in or before the transition?

• How will you get information out/in from parents

who have no internet access?

• Plan to prepare the pupil and family

• Plan to be anticipatory of any transition needs

BE PREPARED:BE PROACTIVE

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General strategic Transition Plans (Cont) • Identify a safe place for pupils to go to for calming or for

learning breaks

• Adult support arranged and planned during the first

unstructured or lunch times

• Prepare for changes to policy to accommodate difficulties

Plan for difficulties arising from new travel restrictions

• Plan for those pupils who parents do not allow an immediate

return.

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CAT Support• CAT/Staff meeting with receiving Secondary staff remotely where the

return is in September

• Encourage parents to use CAT Return to School training PowerPoints

• Ask your CAT worker for resources and help gaining Pupil and Parent

Voice

• Contact your CAT worker and discuss transitions for children with

particularly complex needs

• Contact your CAT worked r for strategies relating to daily practical

management and teaching of pupils with Autism as you always

have.

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What do the national autism

standards recommend?Standard 12

Your setting effectively communicates key transitional information on

pupils with autism to all relevant adults including parents/carer, and

ensures that this information is given to pupils in the most appropriate way

and at the right time .

(standards 1,3,15,43 are also relevant)

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What does the competency

framework recommend?Competency 29

• At times of transition you co-ordinate and disseminate important information

from all key stakeholders(including parents/carers and other family members) and

ensure this information is shared with all, including the pupil.

Competency 38

• You prepare for transition well in advance using a range of means(eg, transition

books, videos, school websites)

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Useful resources for transitions can be

found in…• The inclusion development programme

• National Autism Standards (In particular 1 12 and 15)

• Autism Education Trust transition toolkit

• Moving on supporting transition for busy staff. Foundation for people with

learning disabilities (2013)

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Broderick, K. and Mason-Williams, T. (Eds.) (2005) Transition toolkit, Kidderminster, BILD.

Casey, J. (2002) Changing Schools, Bristol, Lucky Duck.

Talking About...Secondary School (2003), Keighley, Black Sheep Press.

Thorpe, P. (2003) Moving from primary to secondary school: guidelines for pupils with autistic spectrum disorders, London, National Autistic Society.

Snedden & Whithorn (2004) Moving Up.Ready or Not. Edcational Printing Services Ltd. Blackburn

Additional Resources

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Websites• www.autismeducationtrust.org.uk Autism Education Trust

• www.blacksheep-epress.com (Talking About...Secondary School Pack)

• www.thegraycenter.org (Social Stories and comic strip conversations)

• www.afterfouautism.com

• www.seainclusion.co.uk/post/the-many-problems-of-returning-to-school

• https://www.schudio.tv/courses/preparing-autistic-send-

children-for-going-back-to-school

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