1. CHANGES…… Communication Disorders Team is Now The Communication and Autism Team CHANGES…… Communication Disorders Team is Now The Communication and Autism Team

2. CAT are part of Integrated Services For Learning We have five advisory teachers, two speech, language and communication specialists and three Autism Specialist, We have 9 specialist teachers who specialise in Autism We have 12 Early Years Autism Specialists We work within the five areas Each area has an advisory teacher, specialist teachers and Early years Autism Specialists

3. What are the key skills for our team Provide and promote in-depth, current autism knowledge, skills and awareness Integrity and ethical practice Share, model and recommend strategies, advice and interventions Communicators – verbal and written, listeners Mediators Observers

4. Autism and Exceptionality We know Autism is a wide Spectrum Our focus now should be neurodiversity and how we adapt and include children who are thinking autistic Some children with autism will manage and do very well with short interventions or none at all Some are emotionally vulnerable and have less resilience

5. Autism and Exceptionality What does it look like? There isn’t a clear definitive guide to understanding Autism and Exceptionality, but if we look at the phrase high need we would think Severe learning difficulties, that require an individual curriculum not simply classroom differentiation Extreme Anxiety Finding the environment sensory overwhelming Presenting with long term behaviour that challenges Emotional Wellbeing – And here we need to remember the Girls!!!!

6. Assess Plan Do Review Many children with autism just need small adjustments, to the environment, approach, differentiated learning experiences Schools need to have looked at this first, AET standards and audits, use resources there Plan individual interventions, adjust the environment use ISL services CAT/EPS after they’ve carried out the above Review and adjust Work with Parents using the Working together Document, remember that parents know their children best and are the first point of call to gain understanding Give things time to work, be patient, be balanced

7. What Can You Expect from CAT School Focused Pupil Focused Parent Support Early Years

8. School Focused Work AET Competencies and standards Whole school audits Systemic overviews Consultation Surgeries Bespoke training Reviewing and monitoring work Planning Solution circles Peer work and Circle of Friends Skill building of staff Sensory/environment audit Signposting resources Linking with other professionals/team around the schools Sharing of practice

9. Pupil Focused Work Observations to offer bespoke advice and recommendations Plan, do, review Statutory advice e.g. Education, Health and Care Plans Short focused interventions e.g. social stories Anxiety management (behaviour support) cdac, partnership works e.g. PALMs, social care Modelling behaviours and actions Understanding diagnosis Sharing diagnosis with others Child’s resilience Advocating pupil voice Protective behaviours Self-regulation Emotional regulation and understanding emotions CARS Transition support

10. Family Work EarlyBird, PEAPS, Parent sessions, e.g. simple solutions Surgeries Transition support and transition meetings Attend professionals’ meetings and clinics CAF/TAC/TAF Home visits and working with disengaged General autism advice via email or phone Attending parents support groups Sharing diagnosis

11. Early Years Observation, advice, modelling, and recommendations Home visiting programmes Early Support including TAC/TAF Attend cdac CARS EYAS sessions, parents sessions, coffee mornings, practical support sessions PVI and nursery settings advice Transition into reception STEPs training EarlyBird Surgeries Clarity of role for EYAS within ISL and EYAG

12. Post-16 Transition support and support for access to ‘next steps’ Study skills Exam access and managing exam studies Training Links with Connexions Advice on learning for living e.g. travel support, sexual relationships and managing sexuality, personal hygiene Managing and sharing diagnosis with others Representing student’s voice

13. What do We Want Schools to Know and Do Embrace autism as part of their day to day practice Appreciate the unique child Be flexible Communicate Plan and Differentiate Teach social skills Be Inclusive Accept and Value Difference