1. 1 Inclusion Development Programme Supporting pupils on the autism spectrum

2. 2 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

3. 3 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

4. 4 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

5. 5 What Is The Autism Spectrum? Unit 1

6. 6 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)

7. 7 Asperger Working also in 1940s, with a small group of boys His research identified a new medical condition called Asperger Syndrome

8. 8 The Triad of Impairments Social and Emotional Difficulties Communication Difficulties Difficulties with flexible thought and behaviour Also – Sensory Issues and Motor Difficulties See Appendix 1 for detailed descriptions

9. 9 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

10. 10 Semantic-Pragmatic Disorder A 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).

11. 11 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

12. 12 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

13. 13 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)

14. 14 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.

15. 15 Social and Emotional Understanding Unit 2

16. 16 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

17. 17 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

18. 18 Communication and Language Unit 3

19. 19 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

20. 20 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

21. 21 Flexibility of Thought and Behaviour Unit 4

22. 22 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

23. 23 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

24. 24 Sensory Perception and Responses Unit 5

25. 25

26. 26 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)

27. 27 The child’s perception of the world around them can also be different. Their perception may be fragmented, delayed or distorted

28. 28 Know The Pupil – Unit 6 Implications of Autism Spectrum for the child in school

29. 29 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

30. 30 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

31. 31 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

32. 32 Curriculum Priorities and Inclusive Practice – Unit 7 Strategies for Staff

33. 33 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

34. 34 Communication Communication system Visual learning Monitor your speech Learning style Allow extra time

35. 35 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

36. 36 Social Interaction Safety area Co-operative learning strategies Control exposure to groups Structure, patience, direction Create a code for ‘help’

37. 37 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

38. 38 Rigidity Decide on rules Be flexible Decide on where and how Use special interests Visual timetable

39. 39 Strategies to use: Gestalt Need sameness and predictability Communicate changes first – by visual/tactile means Take steps to reduce sensory overload

40. 40 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

41. 41 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

42. 42 Sources of Support Unit 8

43. 43 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!!

44. 44 IDP Autism Materials Web-based resource http://nationalstrategies.standards.dcsf.go v.uk/node/165037http://nationalstrategies.standards.dcsf.go v.uk/node/165037 Also available as a dvd resource ref. 00041-2009DVD-EN from DCSF Publications

45. 45 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

46. 46 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

47. 47 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

48. 48 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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