Transcript Our school – The Vale of Evesham

Autism Friendly Class
Speakers: Rachel Evans, Jakki Walton
Our school – The Vale of
Evesham
Type of school
Number on roll
Numbers coming from mainstream each
year
Number part time placements
Us – our background
ARC – Autism Resource Centre
“reverse inclusion” – pupils come to ARC
Currently see 20 pupils.
Across Key Stages 1, 2, 3
Work closely with class, other
professionals and parents
Leading Aspect Award
Visual
• Visual supports can be used to help
people with an autism spectrum
condition (ASC). They are adaptable,
portable and can be used in most
situations.
• We see and use visual prompts every
day, for example road signs, maps and
shopping lists. They help us to function,
to understand the world around us, and
provide us with valuable information.
Many people with an ASD are thought to
be visual learners, so presenting
information in a visual way can help to
encourage and support people’s
communication, language development
and ability to process information. It can
also promote independence, build
confidence and raise self-esteem.
I think in pictures. Words are like a second
language to me…when somebody speaks to
me, his words are instantly translated into
pictures… One of the most profound
mysteries of autism has been the
remarkable ability of most autistic people
to excel at visual spatial skills while
performing so poorly at verbal skills.”
(Grandin)
“
Visual systems
• Concrete
• One step removed from personal
approach
• Easy to interpret – including when
arousal levels are high
• Useful for other difficulties such as
E.A.L
T.E.A.C.C.H
• Individual work area – distraction free,
clear
• Used as part of the class routine.
• Positive NOT time – out
• Concept of “first... Then....”
• Difficulty with start / finish
• Individual tasks presented in a boundary
of a box – clear expectations
Pupil works from left – right so
systematic
Have “control” over the order of the
tasks.
Clear manageable steps;
1:1 work and opportunity to consolidate
skills by having an independent work box.
In my opinion ALL classes would benefit
from a work station to maximise learning
Other strategies:Specific play programmes
Social stories
Scripts
Comic strips
Video rehearsal
Sensory difficulties
BIG BIG issue – and one that is seriously
under considered in schools.
I personally think it is a harder issue with
verbal children.
High levels of anxiety
Staff need to do a sensory profile and look
at areas of hyper and hypo sensitivity
These are not consistent and there can be
“spikey” profiles – and can vary according
to factors such as health, life events etc.
Pupils with ASC assume that everyone
feels the same as they do – so if they
react to light touch with pain sensation
they expect staff to know the reason.
Look at behaviours / reactions for
sensory issues eg: eye contact, proximity
of space, touch, tactile defensive.
Also need to consider olfactory
sensitivity, visual sensitivity and factors
that may trigger agitation through past
association.
PLEASE be empathic about pupils
that NEED to fidgit / wiggle etc in
order to keep their equilibrium.
Build into their timetable activities
that address their sensory
integration needs that do not make
them look / feel different to their
peers.
Talking to some of our pupils who have
moved from mainstream – there are
huge difficulties with making friends,
maintaining friends and social skills.
Plan and put support in place – to
address these important needs.
Opportunity to rehearse social events
and practice reactions of others
Issues that have been noted at transition
to our school.
Velcro approach
Differentiation
Staff knowing about the individuals –
especially likes / dislikes
High expectations
Heads used for negative behaviours!!
Pastoral Support Centre