Autism: A Guide for Early Years Settings

1 Autism: A Guide for Early Years SettingsAutism:A Guide for Early Years SettingsAutism: A Guide for Early Years Settings PageAcknowledgementsWe would like to thank everyone who was involved in developing and reviewing this would like to recognise the valuable contribution made by the families who helped us to develop this Guide , including:Tracy HintonKaty ReesAnne DrewettGaby WorganParent representatives who were involved through the focus groups held acrossseveral LA s during :ReferencesJohanna ManikizaThis Guide was written by:978-1-78286-031-0 ASDinfoWales and partners.

2 Autism: A Guide for Mainstream Primary Schools (2016)ASDinfoWales, partners and Wales Autim Research Centre. Autism do you know the signs?ASDinfoWales and partners. Autism: A Guide for Parents and Carers Following Diagnosis(2012)National Institute for Health and Clinical Excellence (September 2011) Autism: recognition,referral and diagnosis of children and young people on the autism spectrum. London: FishBooks The National Archives (2010) The Equality Act 2010 National Development Lead, Welsh Local Government Association2 Autism: A Guide for Early Years Settings PageContentsAcknowledgementsChapter 1 - IntroductionIntroduction to Autism Spectrum DisordersRecognising the Signs of ASD in Those without a DiagnosisA Child Focused ApproachThe Early Years Setting EnvironmentSocial CommunicationSensory Issues in AutismWhat are the core characteristics of autism spectrum disorders?

3 Non Verbal CommunicationLearning With Autism Programme OverviewAutism and Other DisordersUnderstanding Autism Spectrum Disorder (ASD) Adapting CommunicationSupporting Social InteractionVerbal CommunicationSocial InteractionImaginative Play and Creative ActivitiesSocial Imagination, Rigidity of Thought and RoutinesForewordChapter 2 Understanding Autism Spectrum DisorderChapter 3- Adapting Day to Day Practice25923671024271418822132426151315 1318163 TransitionsUsing Picture PlannersRoutines and Changes to RoutineSetting Tasks and Managing Unstructured Activities32302931 Repetitive Behaviours32 Special InterestsImagination, play and creativity3333 Autism.

4 A Guide for Early Years Settings PageUnderstanding Social Rules35 Working with Parents and CarersAccidents and injuriesEatingUsing Reward ProgrammesToiletingWorking with Challenging BehavioursChapter 4 - Managing common issues in the Early Years settingFurther information37483842414639424 Autism: A Guide for Early Years Settings PageI am pleased to provide a foreword address to Autism: A Guide for Early Years Settings . Following the success of the Learning with Autism Primary School Programme, I hope that this Guide and its accompanying resources will yield similar success in providing practical knowledge and advice for staff within Early Years autism friendly learning environments can only be achieved with everyone working together, and the Learning with Autism programmes aim to achieve this by providing consistent advice and supportive resources that can be utilised across education programmes have been developed with support and advice from a range of professionals.

5 Parents and carers. We are very grateful for the continued commitment shown, and hope that our resources continue to improve the lives of children with ASD and their Ali Thomas OBEF orewordAutism: A Guide for Early Years Settings PageChapter 1 IntroductionAutism: A Guide for Early Years Settings PageChapter 1 IntroductionEstimates tell us that around 1 in 100 children have an Autism Spectrum Disorder - or ASD - which means there are children with an ASD in many Early Years children have social communication difficulties which may or may not lead to investigation for ASD.

6 However, many of the approaches outlined within this Guide will benefit all with an ASD present with a variety of strengths, difficulties and sometimes behaviour issues. For these children the cause of behavioural difficulties usually relates to the core symptoms of autism not being appreciated, and suitable support and adaptions not being put into to Autistic Spectrum Disorders By adapting your practice, a child with an ASD will feel safer, less anxious and have an increased understanding of what is expected of them. This in turn will mean that the child is more likely to have increased attainment, improved engagement and is less likely to display challenging children with an ASD have impairments in social communication, social interaction, social imagination and a preference for routines.

7 Many have sensory issues and a restricted pattern of behaviours. It is important to remember that the way in which this affects a child varies, and strengths or weaknesses in one area are not necessarily accompanied by strengths or weaknesses in other areas. For example, children with higher functioning ASD may also have good or above average use of language. Having a complex vocabulary does not mean that the child will understand the same level of vocabulary, nor that the child will understand the vocabulary that he or she is using. We shouldn t forget the many positive attributes of children with an ASD.

8 Having an ASD often means that children are skilled at paying attention to detail, follow clear rules and are honest. These abilities can be used to encourage engagement, and enable them to make their own, unique contribution within the to the issues children with an ASD experience, many have difficulties in accessing the curriculum especially where play based and will need differentiation in teaching styles and Learning with Autism programme has been developed to equip Early Years Settings with enhanced understanding of ASD and how to meet the needs of children with the.

9 A Guide for Early Years Settings PageThe learning with autism programmes are a series of programmes aimed at raising awareness of autism across mainstream educational Settings . Funded by the Welsh Government and developed by the Welsh Local Government association, The Learning with Autism Early Years can be accessed at some Settings , it may be useful to use the programme in conjunction with our primary school programme which can be accessed at with Autism Early Years is an invitation to become an Autism Aware Early Years Setting , and in addition to this Guide there s a package of resources available to support the process.

10 Learning With Autism Programme OverviewFor Early Years staffOther staff For childrenA training film, showing some of the challenges faced by children with an ASD during a normal day, designed to develop awareness, and stimulate discussion about the steps we can take to improve their experience and engagement self evaluation tool based on the joint Estyn and CSSIW inspection framework for Early Years and childcare, which will help Settings to identify their current provision and practice and plan and monitor improvementare encouraged to take part in a nation-wide ASD awareness programme It includes;With everyone on board, the Early Years setting gets a certificate showing it s completed the Learning with Autism programme.