Autism: A Guide for Mainstream Primary Schools

1 autism : A Guide for Mainstream Primary SchoolsAutism: A Guide for Mainstream Primary SchoolsAcknowledgements1 autism : A Guide for Mainstream Primary SchoolsWe would like to thank everyone involved and who has contributed in developing and reviewing this document; with a special thank you to;Michelle FittonPaula HalsallChris CondonPhil Dor Gaby WorganParent representatives who were involved through the focus groups held acrossseveral LA s during This Guide was written by:Johanna ManikizaASD National Development Lead, Welsh Local Government Association We would like to recognise the valuable contributions made by:Katy Rees, Newport ASD Lead OfficerCheryl Deneen, Torfaen ASD Lead Officer References ASDinfoWales and partners.

2 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: Fish Books The National Archives (2010) The Equality Act 2010 : 978-1-78286-023-5 Contents2 autism : A Guide for Mainstream Primary SchoolsAcknowledgements ..1 Foreword ..4 Chapter 1 Introduction ..5 Introduction to Autistic spectrum Disorders ..6 Learning With autism Programme Overview.

3 7 For Teaching staff ..7 For Learning Support Staff ..7 Governors and other school staff ..7 For Key Stage 2 Pupils ..7 Chapter 2 Understanding Autistic spectrum Disorder ..9 Recognising the Signs of ASD in Those without a Diagnosis ..10 What is an Autistic spectrum Disorder (ASD)? ..13 What are the core characteristics of autistic spectrum disorders? ..13 Social Interaction ..13 Social Communication ..14 Verbal Communication ..15 Non Verbal Communication ..16 Social Imagination, Rigidity of Thought and Routines.

4 18 Routines and Coping with Changes ..18 Providing Additional Structure ..20 Imaginative Play and Creative Activities ..21 Empathy and Predicting Others ..21 Sensory Issues in autism ..22 Repetitive Behaviours ..23 Special Interests ..25 autism and Other Disorders ..26 Chapter 3 Adapting Day to Day Practice ..27A Child Focused Approach ..28 The School Environment ..29 The School Day ..30 Whole School Activities ..31 Setting Tasks and Managing Unstructured Activities ..32 Learning Objectives, Evaluation and Feedback.

5 33 Empathic and creative writing ..35 Group Work, Team Games and Group Activities ..36 Tests and Exams ..36 Home to School Transition ..37 Working with Parents and Carers ..37 Transition to Secondary School ..39 Contents (continued)3 autism : A Guide for Mainstream Primary SchoolsChapter 4 - Working with Challenging the Cause of Challenging Behaviours ..41 Step 1 - Track and Analyse Behaviours over a Period of 1 2 Weeks ..42 Step 2 Analyse the antecedent, what could be triggering the behaviour? ..43 Step 3 Working on Behaviour Directly.

6 44 Using Reward Programmes ..45 Further Information ..47 ForewordI am pleased to provide a foreword address to autism : A Guide for Mainstream PrimarySchools, and hope that along with other resources within the Learning with autism programme it will provide practical knowledge and advice for staff and pupils within Schools . Creating an autism -Aware School can only be achieved by everyone in a school working together and the Learning with autism programme will develop understanding across thewhole school.

7 As individuals within the school community, come to understand more about ASD, theiractions influence those around them, and being an autism -Aware School becomes a reality. The programme has been developed with support and advice from a range of professionals, parents and carers. We are very grateful for the commitment shown, and hope that this resource helps to improve the lives of children with ASD and their Ali Thomas OBEI ntroduction5 autism : A Guide for Mainstream Primary Schools6 autism : A Guide for Mainstream Primary SchoolsIntroduction to Autistic spectrum DisordersEstimates tell us that around 1 in 100 children have an autism spectrum Disorder - or ASD - which means there are children with an ASD in most Schools , whether diagnosed or with ASD present with a variety of strengths, difficulties and sometimes behaviour issues.

8 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 adapting your practice, a child with 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 behaviour and therefore is at a reduced risk of exclusion. It is widely recognised that the methods used to support children with ASD can also benefit other children in the children with ASD have impairments in social communication, social interaction, social imagination and a preference for routines.

9 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, many children with higher functioning ASD 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 understand the vocabulary that he or she is using.

10 We shouldn t forget the many positive attributes of children with an ASD. They often bring skills and knowledge that come from following a special interest, maybe showing close attention to detail, often picking up on things that others have missed. These abilities can be used to encourage engagement in school work, and enable them to make their own, unique contribution to school children with ASD (especially when diagnosed in later childhood) have had negative experiences in relation to school. These experiences will have decreased confidence, and self-esteem.