Autism handbook for The Grove - Amazon Web Services · 2019-08-07 · The Grove: Autism Handbook April 2018 Executive functioning People with autism often have the ability to fully

AutismHandbook

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TheGrove:AutismHandbookApril2018

Contents SectionIntroduction 1Autismoverview 2Factorsassociatedwithautism 3Behavioursassociatedwithautism 4Communication 5Curriculum 6Transitions 7Teaching,learningandassessment 8Inclusion 9TrainingandProfessionalDevelopment 10Therapysupport 11Positivebehavioursandrewards 12Healthandsafety 13Partnershipwithparentsandcarers 14

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SECTION1.INTRODUCTION.WelcometoTheGrove.Wecaterforstudentsbetweentheagesof5-19whohaveaprimarydiagnosis of autism. Many of our students have additional needs which often include acognitive impairment, speech and language difficulties, sensory difficulties and difficultiesassociated with social communication. Some students have other additional diagnosesidentifiedontheirEHCPsuchas,forexample,ADHD. Ourvisionto“InspireExcellence,ChampionPotentialandEmpowerLearning” issimpleandfounded on a desire to make a difference. We aim to enable every child to flourish byencouraging and building on their unique strengths and interests, and we work withstudentstodevelopanddeploystrategiestoovercomeandcopewiththeirdifficulties.Werecognisethateverychildisdifferent,andeveryindividualchildisalwaysourstartingpoint.In addition to academic achievement, the focus is on developing every child’s social,emotionalandpersonaldevelopment.Thisissupportedbyensuringeverychildstrengthenstheir independence and living skills which are key to building their confidence and self-esteem.Students at our school have access to a team of skilled teachers, visiting therapists, andprofessionalswhoworktogethertoensureeachchildhasalearningprogrammetailoredtotheirspecificneeds.Familiesareofferedthesupportandadvicetheyneedtofeelconfidentandinformedabouttheirchild’sneedsandfutureprospects.We are committed to working closely with our mainstream colleagues to share goodpracticeacrossourprovisionandthemainstreamschool.Centraltothispartnership isourcommitmenttoworkingalongsideourparentsandcarerstosupporttheprogressandwell-beingofourstudents.WithwarmwishesLuciaSantiHeadofSchool SECTION2AUTISM-ANOVERVIEWWhatisautism?Autism is a lifelong developmental condition that affects social communication andinteraction.Peopleontheautismspectrummayfinditdifficulttounderstandhowtheworldaround themoperates andhow to relate and interactwithothers. Inparticular theymayhave trouble learning, understanding and interpreting the unwritten rules of socialinteractionandrelationshipsthatmostpeopletakeforgranted.

ThedyadofimpairmentsIn 2013 the new diagnostic criteria known as the DSM-5 for autismwas introduced. This

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replaced the traditional reference to the triad of impairments and instead introduced aDyad.KeychangeshighlightedwithintheDSM-5are:● Social Communication deficits are now placed together as they are seen as

intrinsicallylinked. ● Sensory difficulties have been recognized as fixated interests and repetitive

behaviours. � ● Previous separate diagnoses of Autism, Asperger’s Syndrome and PDD-NOS have

beenreplacedbyasinglediagnosisofAutismSpectrum. ● Forthefirsttimethespecificdiagnosticneedsofgirlsandwomenarerecognized.

SocialcommunicationPeoplewithautismcanexperiencedifficultiesincommunication.Thisisoftendifficultiesincommunicating with others and also engaging in reciprocal communication. People withautismcannotalwaysaccuratelyinterprettheactionsandintentionsofothers,makingsocialinteractionverydifficult.Forexample,apersonwithautismmay:● Useoverlyformalandstiltedlanguage ● Be unable to initiate or sustain two-way communication appearing aloof and

uninterested ● Beunabletounderstandsocialrules,(e.g.standingtooclosetoothers,inappropriate

touching, inappropriate greetings or choice of conversation or make abrupt orinsensitivecomments

● Finditdifficulttounderstandsarcasm,ironyormetaphors ● Interpretinstructionsliterally(e.g.“goandwashyourhandsinthetoilet”) ● Have difficulty reading other people’s facial expressions and avoid or overuse eye

contact ● Have little or no verbal language andmay use signing or gesture appropriately or

inappropriately ● Finditdifficulttounderstandturn-takingandgroupwork ● Notunderstandtheconceptofrelationshipsandfriendshipinthesamewayasother

people. �

Socialimaginationandrepetitiveinterests,activitiesandbehaviours � People with autism may have highly developed imaginations, but have difficulty withflexibilityofthought.Theytendtoberigidthinkersandstruggletoempathisewithanother’sofvieworthinkhypothetically. Theymayexperiencedifficultieswith:● Adaptingtochangesofroutine ● Dealingwithchangesoftopicorfollowingmultipleconcurrentsubjects. ● Beingabletomulti-task,ortoshiftattentionreadilybetweensubjectsandtasks.� ● Develop rule-bound behaviour and inflexible routines, which can inhibit social

development. Whereaspecialinterestiscompatiblewiththestudent’ssubjectchoice,itcanbeapositiveaid to learning but special interests can also be a barrier to learning when compulsory

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subjectsofstudyfalloutsidethatnarrowframeofinterest.Theymayexperiencedifficultieswith:● Adaptingtochangesofroutine ● Dealingwithchangesoftopicorfollowingmultipleconcurrentsubjects. ● Beingabletomulti-task,ortoshiftattentionreadilybetweensubjectsandtasks.

Sensorysensitivities(sensoryintegrationdifficulties)Inmanystudentswithautismtheprocessingofsensoryexperiencesmaybedisorderedordelayed.Theslightestchangeordifficultywithprocessingsuchinformationcaninfluencehowwemanagedailylivingskills,academicprogressandsocialinteractions.ManypeopleontheautismspectrumhavedifficultyinprocessingeverydaysensoryInformation.Weprovideopportunitiesandprogrammestomeetthevarietyofsensoryintegrationneedsordifficultiesthatsomeofourstudentspresentwith.Commonsensoryintegrationdifficultiescanbeunder-sensitivity,over-sensitivityorprocessingwithinterference(“whitenoise").Thesecanbetooneoracombinationofsensessuchassight,hearing,touch,balance,smell,taste,andreactiontopain.Anyofthesensesmaybeover-orunder-sensitive,orboth,atdifferenttimes.Thesesensorydifferencescanaffectbehaviour;cancausestress,anxiety,andpossiblyphysicalpainandhaveaprofoundeffectonaperson’slife. ThestaffworkcloselywiththeOccupationalTherapisttoaddressalltheindividualneedsofthestudentsandensurethateachindividualhasaprogrammedesignedtomeettheirspecificneeds.Thisisanintegralpartofthestudents’learninganddailytimetable.Facilitiesinschoolsupportmuchofthevestibularandproprioceptivedifficultiesthatsomeofourchildrenhave.

TypeofSenses Hypo-sensitive.Lowsensitivity,oftensensoryseekers

Hyper-sensitive.Highsensitivity.Oftenhighsensoryseekers

Vision-Sight Objectsappearquitedark,orlosesomeoftheirfeatures;centralvisionmaybeblurredbutperipheralvisionquitesharporviceversa.Poordepthperceptionresultinginclumsiness.

Distortedvision-objectsandbrightlightscanappeartojumparound.Easierandmorepleasurabletofocusonadetailratherthanthewholeobject.

Audition-Hearing Maynotacknowledgeparticularsounds.Mightenjoycrowded,noisyplacesorbangdoorsandobjects.

Noisecanbemagnifiedandsoundsbecomedistortedandmuddled.Inabilitytocutoutbackgroundnoise,leadingtodifficultiesconcentrating.

Olfaction-Smell Somepeoplehavenosenseofsmellandfailtonoticeextremeodours(thiscanincludetheirownbody

Smellscanbeintenseandoverpowering.Thiscancausetoiletingproblems.Avoidspeoplewithdistinctiveperfumes,

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odour). shampoos,etc.

Gustation-Taste Likesveryspicyfoods.Eatsormouthsnon-edibleitemssuchasstones,dirt,soil,grass,metal,faeces(knownaspica

Findssomeflavoursandfoodstoostrongandoverpowering.Mayleadtoarestricteddiet.Certaintexturescausediscomfort-mayonlyeatsmoothfoods.

Somatosensation-Touch

Hasahighpainthreshold.Maybeunabletofeelfoodinthemouth.Mayself-harm.Enjoysheavyobjects(e.g.weightedblankets)ontopofthem.Chewsoneverything,includingclothingandinedibleobjects.

Touchcanbepainfulanduncomfortable-peoplemaynotliketobetouchedandthiscanaffecttheirrelationshipswithothers.Dislikeshavinganythingonhandsorfeet.Difficultiesbrushingandwashinghairbecauseheadissensitive.Mayfindmanyfoodtexturesuncomfortable.Onlytoleratescertaintypesofclothingortextures.

Vestibular-Balance

Aneedtorock,swingorspintogetsomesensoryinput.

Difficultieswithactivitieslikesport,whereweneedtocontrolourmovements.Difficultiesstoppingquicklyorduringanactivity.

Proprioception-Bodyawareness

Standstooclosetoothers,becausetheycannotmeasuretheirproximitytootherpeopleandjudgepersonalspace.Findsithardtonavigateroomsandavoidobstructions.Maybumpintopeople.

Difficultieswithfinemotorskills,e.g.manipulatingsmallobjectslikebuttonsorshoelaces.Moveswholebodytolookatsomething.

SECTION3.FACTORSASSOCIATEDWITHAUTISM Centralcoherence Peoplewithautismcanoftennoticeandrecallsmalldetailsthatothersmaymiss,butmayhavedifficultyputtingthesesmalldetailstogethertoviewthe“biggerpicture”.Centralcoherenceistheabilitytobringlotsofsmalldetailstogethertoformthe‘wholepicture’.Itcouldalsobedescribedastheabilityto‘readbetweenthelines’ofasituation.Peoplewithautismoftenstrugglewithcentralcoherenceandteachersshouldbemindfulthattherearemanysituationswherestudentswithautismmayneedsupporttounderstandthewideraspectsofasituation.

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Executivefunctioning Peoplewithautismoftenhavetheabilitytofullyfocusonamatterofspecialinteresttothem,whilsthavingdifficultyinprocessingaseriesofthoughtsandactions.Executivefunctioningistheabilitytoorganiseandplanactions,routines,thoughtsandbehaviourinalogicalandrationalway.Peoplewithautismmayexperiencesignificantdifficultieswithexecutivefunctioningandthereforefinditdifficulttodecidewhichactionstocarryout,andinwhatorder,tocompletetasks.AtTheGrove,weaimtosupportourstudentswiththisthroughconsideringcarefullyhowwegiveinstructionsandthroughtheuseofvisualstructureandschedules.Wealsohelpstudentstoevaluateactionsandexperiencessotheyareabletodrawinformationfromtheirpastexperiencestomakedecisionsandchoicesaboutnewexperiences.Thiscanbethroughawiderangeofstrategiessuchassocialstories,comicstrips,mindmaps,reflectionsheets,socialskillsgroupsandsoon. Theoryofmind(orSocialthinking) Peoplewithautismareoftensaidtohavelimited‘theoryofmind’.Thisistheabilitytorecogniseotherpeople’sthoughts,feelingsandagendasandunderstandthatthesedifferfromtheirown.Theymaybelessabletoempathisewithothersandcanstruggletounderstandotherpeople’semotions.Itmayalsobedifficultforpeoplewithautismtorecogniseandjudgeotherpeople’sintentions.Thiscanmakethemvulnerabletobullyingandexploitation.AtTheGrove,wearefullymindfulofthisrisk,andtopicssuchasunderstandingfeelingsandemotionsandanalysingtheintentionsofothers(e.g.strangerdanger)areanintegralpartoftheschool’sPSHEandlifeskillscurriculum. Doubleempathy Morerecentstudiesinthisareahavebeguntofocusontheconceptof‘doubleempathy’.Whilstthiscontinuestorecognisethedifficultiespeoplewithautismmayhaveinempathisingwithnon-autisticpeople,italsoplacesonusonthenon-autisticpersontoconsiderthethoughtsandactionsofthepersonwithautismandtrytoempathisewiththem.Thisabilitytonotmakeblanketassumptionsaboutasituationbutto‘tuneinto‘eachautisticpersonasanindividualcanbetermedtheabilitytodevelopan‘autismlens’.Thetable‘Autismlens’:understandingtheactionsofpupilsontheautismspectrum’(AET)(SeeAppendix1)outlinesanumberofscenariosandsuggestshowthesemaybeviewedfromtheaspectofapersonwithautism.SECTION4.BEHAVIOURSASSOCIATEDWITHAUTISMSelf-stimulatorybehaviourManypeoplewithautismshowself-stimulatorybehavioursuchasflapping,twiddling,orrocking.Thiscanabsorbthemcompletelyandimpactontheirreadinessforlearning.Self-stimulatorybehaviourcanbearesponsetoanxiety,environmentalstresses;itcanalsobequitepleasurable.

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Oftenasensoryprogrammeincorporatedintothedaycanhelptoreduceself-stimulatorybehaviours.Strategiesthatmayhelpastudentstomanagetheirself-stimulatorybehaviourmayinclude:● Rockingorspinning(whichcanbepartofmovement,exerciseormusicactivities) ● Vestibularactivitiessuchasbouncing ● IntensiveInteractionprogrammes ● DeepPressuremassage ● Usingascheduleorfirst/thenornow/nextsystemwherebyastudentisencouraged

toengageinaclassroomactivitybecausetheyunderstandwhentheirtimefortheirpreferredactivityis

● Willhavetimetocarryouttheirpreferredactivity. ● Rewardscharts ● Breakcards ● EmotionalKeyRingsthathelpthestudentidentifyhowtheyarefeeling ● Communicationwall/boardtohelpthestudentexpressthemselvesanddecrease

stress ChallengingbehavioursChallengingbehaviourscanbepassiveoractive.Werecognisechallengingbehavioursasservingapurposeforthestudentsandalsocommunicatinganeed.Challengingbehavioursmayalsoberelatedtoenvironmentalstressoranxiety.Morethanoftenstudentsarerespondingorseekingtocommunicatewhattheyarethinkingorfeelingthroughtheirbehaviour.Challengingbehavioursmayforintothefollowingcategories:● Aggression● Inappropriatenoises● Misuseofproperty● Sociallyinappropriatebehaviour● Self-injuryandself-stimulation● Distractibility● Regurgitation● Non-compliance● Attentionseeking

Thiscanoftenmanifestinbehavioursthatweperceiveaschallengingandmaybetheresultofenvironmentalstressessuchas:● Difficultieswithexpressiveandreceptivelanguageandcommunication ● Difficultieswithsocialcommunicationandunderstandingthesocialexpectationsand

“rules” ● Rigiditytosetroutinesandfearofchange ● Sensoryexperiences ● Difficultieswiththeoryofmind,inparticular,aninabilitytopredictconsequencesof

actions

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Thesearejustafewexamplespleaserefertothe'behaviourandphysicalinterventionpolicy’formoreinformation.Themostimportantstrategyinsupportingstudentsistobeabletoidentifytriggersandpre-emptbehaviourstohelpreducetheirfrequency.Oftenthiswillbestaffleadinthefirstinstancebutwewouldalwaysbestrivingtoenabletostudenttoselfregulatetheirbehaviours.Strategiesthatmayhelptode-escalatepotentialchallengingbehaviourscouldinclude:● Distractionorde-escalationsuchaswalking,singing,breaks,orwhateverhasa

calmingeffectontheindividualstudent.● Clear,predictableandconsistentdailyroutinescommunicatedatanappropriate

levelusingVisualcues(timetables,schedules,nowandnextboards,choiceboards,tasksboards)

● Identifyingantecedentsandconsequencestobehavioursandviewingbehaviourswithanautismlensi.e.howmaytheautisticpersonperceivethissituationinordertoresultinsuchbehaviour(classrules,Iamworkingtowardscharts,consequencescharts,nowandnextboards,socialstories)

● Consultationwithotherstoavoideventsandsituationsthatmaycausestress(penportraits,socialstories)

● De-escalatesituationswhereverpossible(inschoolthiswillbefollowingtheTeamTeachapproach)

● Emphasisonreinforcingsocialskills,socialcommunicationthroughdirectandindirectteaching(socialskillsgroups,PHSCE,lifeskills,teachingresponseswithincontext,roleplay)

● Clearcommunication,staffshouldalwaysbemindfulofhowwecommunicatetostudents(simplelanguage,repetition,visualsupports,communicationwall,symbols,PECSboards)

● Considerationofthesensoryenvironment(sensorybox,twiddles,lowarousalenvironment,calmrooms,movementbreaks,TEACCHstyleclassroom)

● Acknowledgementandlabelingofemotionstohelpstudentsregulate(emotionskeyrings,5pointscale,angermanagement)

Afteranepisodeofchallengingbehaviour,somestrategiestowinddownwillinclude:● Creatingasafe,calmspaceforthestudenttorecover ● Findingcalmingactivitiesthatwillhelptoregulatethestudent● Ade-brief/reflectionwiththestudent(ifthisisappropriatetotheirlevelofneed) ● Seekingsupportfromcolleagues ● Discussingstrategieswithstaffandparentsandusejointproblem-solvingstrategies ● Stayingpositiveandacknowledgeyourownachievementsandthestudent’s. ● ReviewingthePLPespeciallythepositivebehavioursupportplanand/ortheirpen

portrait. ● LoggingtheincidentontoBehaviourWatchandensuringstaffmembersareokay

Eatingdifficulties

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Duetosensorydifficultiesandrestrictedrepetitivebehaviours,somestudentswithautismmayhavelimitedrangesoffoodtheywillconsidereatingandmayinsistonparticulararrangementsoffood,suchas:● Separateplatesforfoods● Gravynottouchingotherfoods● Particularbrandsoffood● Particulartextures/tastes

Intheseinstances,thereshouldbeacollaborativeapproachofallparties(includingtheSALT)andagradualapproachtohelptoreducestudents’anxietieswithfood.Theprocessshouldnotberushedandemphasisshouldbeonarelaxedapproachtoensurethereisaconsistenteatingroutinewithclearboundaries.Aspectstoconsiderinclude:● Setting–aretheretoomanydistractions/noise? ● Isqueuing/waitingaproblem? ● Isitthequantityoffood? ● Isitthepersonwhoisservingthefood? ● Doesthestudentunderstandwhattheycanandcan’teat?(Religiousobservance/

specificdiet) ● Istherealackoftolerance,sensitivity,fearofnewthings? ● Isthereclearcommunicationsothatthestudentunderstandstheroutine? ● Isthereenoughtimetoeatthemeal? �

Whenthecentralissueisclearlyidentifiedthenaprocessofplanningstrategiestoovercometheseproblemscanbeagreed.Occasionallyliaisonwiththeschoolnurseisappropriatee.g.weightgain/lossorseverelyrestricteddietthismaypromptareferraltoadietician. SECTION5.COMMUNICATIONFunctionalcommunication.Functionalcommunicationisaboutlearningtocommunicateneedsinamoresociallyacceptableway.Inotherwords,insteadofbecomingfrustratedatnotgettingtheirneedsmetweteachchildrenwithautismhowtoexpresstheirneedsthroughcommunicatinginasociallyacceptablemanner.Wehelpourstudentsdeveloptheseskillsthroughavarietyofstrategiesinvolving;theuseofwords,alternativecommunicationssystems,suchastheSubject,VerbNoun(SVN)symbolsstrips,PictureExchangeCommunicationSystem(PECS),symbols,signingorgestures,suchaspointing.Forourmoreablestudentsitisoftensupportingthemtounderstandtheappropriatenessofcommunicationandhowtoadaptthisdependingoncontext.ThesestrategiesarealsosupportedbyourschoolwideapproachtotheTeamTeachpositivebehaviourmanagement. Visualcuesandsupports,inwhateverform[relevanttothestudent’sneed]andtheuseofgestureshelpstudentswithautismmakesenseoftheworldaround.Thisisbecausetheytendtobestrongvisuallearners,eveniftheirlanguageandcognitivefunctioningisofahigh

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level.Therearemanydifferentapproachestoteachingcommunicationbutwemustensurethatthemostrelevantaspectsaretaughtconsistentlysothatthestudentgainsmeaning. Inconsultationwiththespeechandlanguagetherapist(SaLT),classteacherswriteapenportraitforeachstudentintheirclasswhichincludesacommunicationprofilebrieflyoutliningtheirpreferredmethodofcommunicationandhowbesttocommunicatewiththem.Staffshouldbemindfulofnotoverloadingstudentswithlanguage.TheuseofMakatonsigningispromotedtoincreasestudents’accesstolearning,asistheuseofkeywordswithclearminimallanguagereinforcedwithvisualsupports.Theseapproacheswillhelpthestudenttounderstandortakemeaningfromwhatisbeingsaidtothemandallowthemtoprocesstheinformationattheirlevel. Pleaserefertothe‘CommunicationPolicy’forfurtherinformation. SECTION6.CURRICULUMOurcurriculumisperson-centredandofferspathwaysforstudentstolearnfrompersonalisedandcomprehensiveprogrammesthataddresstheiracademiclearningwhilstalsosupportingthosedifficultiesthatarisefromtheirautisticspectrumdiagnosis.AtKS3andKS4,thedaystartswithformtimewherearangeofactivitiesthroughouttheweektakesplace.Allclassesspendtimeatthebeginningandendofthedayreviewingandreflectingontheirdailytimetables.AtbothKeyStage3andKeyStage4,studentsfollowalifeskillsprogramwhichlendsitselftoacross-curricularapproach.Independentlifeskillsaretaughtthroughvariouschannelssuchasshoppingtrips,cooking,traveltraining,socialskillsamongstothers.Thefocusisalwaysondevelopingcoreskillsinorderthatstudentscanoperateconfidentlyandsuccessfullyinschool,workandlife.Theindependentlifeskillsprogrammealsopromotesorganisationalskills,responsibility,self-esteemandindependence.WerunsixSEARCHdaysacrosstheacademicyear.Onthesedays,wedropthedailytimetableandtherearewhole-provisionactivitiesthatfocusondevelopingpersonalandcollaborativeachievementsandskills.TheaimistosupportandembedtheSEARCHethosandcelebratetheseaspectsoflearning.PrimaryTheaimoftheprimarycurriculumistodevelopearlyskills,withparticularfocusoncommunication,playandproblemsolving.Thecurriculumisdeliveredwithin3yearcyclesthatarerepeatedtoensuredepthoflearning.Lifeskillsisfullyintegratedandfocusesondevelopingfunctionalskillsforlife,supportedbytheOT.Thecurriculumfollowsanumberofpathwaysdependingontheabilityifthechildandisdeliveredthroughaclassbasedmodel.KS3TheaimoftheKS3curriculumistobuildontheexperiencesfromtheprimaryphaseandtosupportourstudentstobecomesuccessfullearners,confidentindividualsandresponsiblecitizens.AtKS3,studentsarebasedinclassesandhaveoneteacherwhodeliversthefull

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curriculum.Studentsstudyarich,developmentallyappropriatecurriculumatKS3whichencompassesabroadrangeofsubjectsincluding:Literacy,Numeracy,Humanities,Science,PSHE,TheArts,Technology,MusicandPE.Thecurriculumisdeliveredonathree-yearrollingprogrammebasedonathematicscheme.KS4StudentsinKS4haveaccesstoaccreditedcoursesdesignedtosupportandgeneralisepreviouslearningatKS3.Keycomponentsprovideopportunitiesforstudentstobecomeliterateandnumerateforlifeandtopractiseskillswithinreal-lifecontexts.Thecontentofthesecoursesisinlinewithourprinciplesofdevelopingskillsforindependentliving,developmentofliteracyandnumeracyineverydaylifeaswellasaccesstoworkexperienceandfurthereducation,employmentandtraining.Studentscombinetheiracademiclearningwithopportunitiesforworkexperience.Wetrytobuildthecorrectlearningprogrammesforstudentsmatchedtotheirinterests,skills,abilityandaspirations.StudentsareabletotakeEntryLevelcourseswhichincludeEnglish,Maths,PSHE,ArtandDesign,andtheBTECHomeCookingcourse.StudentscanalsoachievearangeofAQAAwardunitswhichweoffer;theseareoftentailoredaroundthestudent,forexample,theymaycompleteamoduleonhorticultureortraveltraining.Post16Thepost16curriculumfocusesmainlyondevelopingtheskillstowardsadulthoodwhicharebroadlydeliveredwithinthefourareasof;● Employment● IndependentLiving● Friends,relationships&community● Healthandwellbeing

Thereisstillanemphasisondevelopingthecoreskillssothatstudentsareliterateandnumerateforlife.Thecurriculumisdeliveredthroughworkbasedinthecommunityandalsodrawsonfacilitieswithintheschoolschoolcommunityandbeyond.Studentsalsoattendalocalcollege.IndependenceandlifeskillsThedevelopmentofindependenceandlifeskillsisencouragedatalltimesandunderpinsmuchoftheworkwedotohelpingstudentsprepareforasuccessfultransitiontoadultlife.Opportunitiesforthedevelopmentofindependenceskillsinclude:● Carryingoutoccasionalorregulartasks/jobsatschool(e.g.collectingtheregister) ● Independent/guidedchoicesofclubs ● Traveltraining ● Socialskillsgroups ● Communitylearningwhichisembeddedwithintheweeklytimetable ● InclusiveopportunitiesandlearningwithinHeartlands. ● Lunchtimeandbreaktime

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● Residentialschooljourney. ● Awiderangeofeducationalvisitsincludingsportingeventsandcompetitions,

theatretripsandvisitstoarangeoflocationstowidentheexperienceforourstudentsoflifeoutsideofschool.

● Off-siteorinternalworkexperience(foryear11’s) ● Preparationfortransfertopost-16provision(foryear11’s) ● Students’voiceatstudentcouncil,theJLTandHaringeySENschool’scouncil ● Higher-functioningstudents’advocacyforthelessable ● Participationinafter-schoolclubs ● Enterpriseactivities

WehaveourownLifeskillsframeworkthatprovidesaframeworkforteachingeachstudentlifeskills.Thisisnotlinearandmaybedevelopedalongsidethestudent’sindividuallearningstyleandprogression.PlayandleisureskillsPlayandleisureskillsareskillsthatapersonhastohelpthemengageinactivitiestheyenjoyandthatoccupythem.Thesemaybesolitaryorbepartofcollaborativeenjoyment.Studentswithautismmaynotnaturallyengageinleisureactivitiesandoftenneedhelptochooseapreferredactivity;theytendtofavoursolitaryactivities.Theplayandleisurecurriculumallowsfordevelopmentoftheseskillssuchaslearningtousegames,playcollaborativegamesandusealltypesofleisureequipment.Lunchtimeclubssupportthislearning.Staffrundailylunchtimeclubs.(SeeourPlayandLeisureCurriculum)ProblemsolvingandthinkingThinkingandproblemsolvinghasalwaysbeenachallengeforourstudentsbecausewhenteachingmemoryskillsweoftengetenticedbytheneedtoprovideroutine,order,certaintyandstructureforwhichourlearnersareusuallyexcellentat,andrespondpositively.However,wemaywellberestrictingopportunitiesforlearning,becausewearenotexpectingourpupilstothinkandtoproblemsolve.Whenfacedwithproblemsanddifficulties,asinevitablytheywillbe,pupilswhohavelearnedtorelyonroutine,order,certaintyandstructurewillhavenoskillsorstrategiestofallbackon.Inthesecircumstancesitmaywellbethattheirdistresswillbeevengreater.Inpreparingourlearnersforlifebeyondschoolandgreateropportunitiesforindependenceitisimportantthattheyareabletofunctioninarangeofsituationsandcontexts.Inordertobeabletodothistheywillneedtobeabletoapplyknowledge,skillsandunderstandingtocircumstancesthatmaybeunusual,unexpectedandunpredictable.(SeeourThinkingandProblemSolvingCurriculum)

LunchtimeAllstudentseatlunchinthemainstreamrestaurantarea.Lunchisorganisedatthequietesttimepossible.Weencourageourstudentstodeveloptheirfunctionallifeskillsandmotorskills;so,developingtheireatingskillsandhabits.Socialskillsareakeyareaoflearning;duringthistimeweaimtoencouragesocialrelationshipsandfosterasenseofenjoymentatsittingtogetherwithfriends.Forsomestudents,focusmaybeondevelopingfinemotorskillsormanagingtheanxietiesaroundfood,inthesecircumstancesamoretailored

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approachtomealtimeswillbesupported.Somestudentswillrequirevisualstohelpthemmakeindependentchoicesandbeabletocommunicatethesechoices.Theclassteamsareexpectedtoprovidetheseresourcesfortheirstudentsasappropriate.Ifteamsneedfurtherguidance,pleasecontacttheSALTforsupport.Allstudentsshouldhavetheircommunicationaidsduringanylunchtimeactivitytoenablethemtohaveasmuchindependenceaspossible.EqualOpportunitiesWetakecaretoensurethatallstudentshavethesameopportunitiestoactivitiesandexperiencesappropriatetotheirneeds;thisisreflectedthroughourcurriculum.Balanceandbreadthisalwaysconsideredandweensurethatourstudentshaveequalaccessandsupporttoallaspectsofthecurriculumandlearningopportunities.Whereadaptationsneedtobemade,weensurecarefulconsiderationisgivenatalltimestoensurethebestoutcomefortheindividualchildandthatweareconstantlymindfuloftheindividualchallengesforeachstudentaroundtheirautismwhendesigningthese.SECTION7.TRANSITIONSWerecognisethattransitionscanbeatimeofextremeanxietyforourstudents;theypresentatimeofchangeanduncertainty.Forthisreasonweensurethattransitionsaresupportedconsistentlysotominimisestressandanxietyandtheyshouldbeconsideredaspartofthecurriculumplanning.Therearemanyformsoftransitionsandweaimtominimisetheseacrosstheschoolday.However,transitionscannotbeavoidedsoweaimtosupportourstudentstounderstandandpredictoutcomesandexperiencesrelatedtotransitions.MicroAllstudentsareinvolvedinarangeoftransitionsacrossthetypicalschoolday.Suchtransitionscanbeconsideredmicrotransitionsandinclude:

● Movingfromonetasktoanother ● Fromclass-timetobreak-timeandviceversa ● Fromoneareatoanother ● Frominsidetooutside ● Fromhometoschool/schooltohome ● Movementbetweenstaff

Astheconceptoftimeisoftendifficultforpupilsontheautisticspectrum,theycanbenefitfromexplicitvisualcuesorpromptstohelpthemgaugetheprogressofthedayandastheygetoldertomanagetheirtime.Allstudentsaresupportedwithinandaroundtheirclassroomsetting.PLPsshouldhighlightanydifficultiesstudentsmayhavewithunderstanding,communication,routineandstructure.Classesmustensurestaffareconsistentintheiruseofpractice,symbolsand

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visualcuestohelpstudentsdeveloptheirindependenceandinteractwithintheirenvironment.MacroMacrotransitionscanbesupportedinmanydifferentways.Weoftenhelpourstudentsprepareforlargertransitions,suchasanoff-sitevisit,workexperience,changeofsettingorschoolphase/classthroughtheuseofschedules,countdowns,socialstories,comicstropconversations,repetition,remindersandsoon.Someworktosupportfamiliesmaytakeplaceifthereisanupandcomingtransitionsuchasafamilyholidaytoplanfor.Startinganewschoolorcollegecanbeoverwhelminganddauntingforboththechildandtheirfamily/carers.WeensurethetransitionprocessintoTheGroveisassmoothaspossible.Thereisaformattothetransitionprocesswhichwefollow;however,ineachindividualcase,theprocessismodifiedaroundtheneedsofthestudent.● SummerTerm1

Parents/carersareinvitedtotheschooltomeettheteamandlookaround;theycompleteaninformationformandtourtheprovision.Weaimtoanswerasmanyquestionsatthispointtoreassureournewfamilies.Contactismadewiththechild’scurrenteducationalsettingforaninitialvisit;amemberoftheschoolteamvisitstogatherrelevantinformation.TheGroveandthecurrentsettingworktogethertocreateatransitionplan.

● Summerterm2 Theclassteachervisitsthechildintheircurrentsetting.Parentsorcarershaveanamedcontactatschoolwhocanansweranyquestions.ThenewstudentvisitsTheGrovefor‘taster’sessions(thisisbespoketoeachchildandmaybeaslittleasonevisitorweeklyvisitsfortherestoftheterm).

Phasedtransitionsmaybeappropriateforsomeindividualstudentsatthestartoftheschoolyear–thiswillbeidentifiedwithinthetransitionplan.Aninformationbookletissenthomeforthestudenttoreadoverthesummerholidaywhichhaspicturesandinformationabouttheprovision.Forourolderstudentswhoaremovingtocollege,,weaimtofollowthesameframeworkinreverse.Weworkcloselywiththelocalcollegesandproviderstosupportthestudentsintheirmove.Weorganisevisitstothechild’scollegeofchoicesotheybecomefamiliarwiththenewenvironmentandstaff.Weaimtoworkalongsidethecollegeduringthestartoftheautumntermtoprovideinformationandsupportwhilstthestudentfamiliarisesthemselveswiththeirnewsetting.BeyondSchool.Weworkwithstudents,families,parentsandcarerstosupportthemintheirchoicesforthefuture.WestarttransitionpreparationsinYear9withatransitiontowardsadulthoodplan.SomeofourstudentswillremainatTheGroveandmoveintoourPost16department.Forsomestudents,theymaymovetoanothercollegesettingafteryear11.Forstudentswho

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aremovingtoanothersetting,therewillbeatransitionmeetinginthesummerofyear10forallstudents.Duringthismeeting,wetalkthroughtheTheGrovePost16provision,localcollegesandfurthereducationproviders,wesignpostparentsandstudentstoservicesoutsideofschoolthatoffersupport.AtthestartofYear11,weplanvisitsforourstudentstoourPost16orlocalcollegessotheyareabletoparticipateindiscussionsabouttheirnextsteps.Parentsandcarersareadvisedtocompletetheapplicationprocessinthefirsthalftermoftheautumnterm.Thisisalwaysaworryingtimeforstudentsandtheirfamiliesastheyplantomoveontothenextstepoftheireducation.Weworkcloselywithallfamiliesandstudentstoensuretheyfeelsupportedandconfidentabouttheirchoices.SECTION8.TEACHING,LEARNINGANDASSESSMENTStructuredlearningStructureprovidesstability,predictabilityandsecurity.Formanyofourstudentsthesearecrucialelementstoensuretheyarereadyandabletolearn.Thewayinwhichastudent’sdayisstructuredandorganiseddependsontheirindividualneeds.Thiscanbedonethroughareassuchastimetabling,rewards,exercise,schedules,reflection,curriculumsupportandintervention.Studentsallhaveindividualstructuredtimetablesthatcanbepresentedindifferentformats.Thisenableseachstudenttoidentifywhattoexpectduringtheday,soreducinganxiety,andtohelpthembecomemoreorganised.Movementandsensorybreakshappenthroughouttheschoolday.Webelievethatexerciseisakeyfactorinincreasedattentionandconcentrationandalsocontributestoanindividual’shealthandwell-being.Studentstakepartincircletimes.Thisgivesthemanopportunitytosharetheirthoughtsandfeelingsabouttheday,greeteachotherandpreparethemforthedayahead.Itprovidesanopportunitytoplaysomeinteractivegamesandteachsocialskills.Plannedtransitiontimesareanimportantpartofourteaching.Weexplicitlyteachallourstudentshowtomanagethesetimesandhowtoprepareforchange,includingplannedandunplannedchanges.EnvironmentOurstudentshaveaccesstoahighlyspecialisedlearningenvironmentspecificallydesignedtomeettheneedsofstudentswhoseautismimpactsconsiderablyontheircommunicationandlearningneeds.Wepromotealowarousalenvironmentthatfacilitatesatotalcommunicationapproachtoenableourstudentstopredictandmanagetheirday.Asaresult,ourstudentsareabletopredictwhatishappening,communicatetheirneedsandinteractwithothers,sodevelopingandbuildingonindependentlearningandproblem-solvingstrategies.Personalisedapproachtolearning.

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Studentshaveapersonalpenportraitthathighlightsindividualstrengthsandareasofneed,thisformspartofthepersonallearningplan(PLP).Thepenportraitsprovideinformationonteachingandlearningstyles,strategiesandresponses.Theyaresharedbetweenallstaffsothereiscontinuityandconsistency.Strongemphasisisplacedonworkingwithparents,carersandfamilies.Targetsandstrategiesareencouragedtobeworkedonoutsideofschool.Parentsandcarersaresupportedtodothisviahomevisitsandtraining.EverystudenthasaPersonalLearningPlan(PLP).Thisisaonestopdocumentwhichoutlines;● Penportrait● EHCPTargets● Academicflightpath● SCERTSTargets● LearningTargets● LifeSkillsTargets● Behaviourandwellbeingplan● PhysicalInterventionPlan(ifrequired)● RiskAssessment(ifrequired)● TransitionPlantowardsAdulthood(Fromyear9)

Thetargetsarereviewedandsetbyourteachers,multidisciplinaryteamandprofessionalsincollaborationwithfamiliesandwherepossible,students.Targetsreflectsmallsteps;theyaremeasurable,achievable,andrealisticandidentifyatimescale(knownasSMARTtargets).ThePLPandstudentprogressisreviewedeachtermandfamiliesareinvitedtoadiscussionfollowingthis.ItisimportantthatthisisasharedprocessandtargetsthatarebeingworkedoninschoolcanalsobeaddressedinthehomeenvironmentTheannualreviewmeetingisastatutoryobligationforallchildrenwithanEducationalHealthCarePlan(EHCP).Weruntheannualreviewmeetinginthestyleofaperson-centredplan.Focusischild-centredandtakesintoaccounttheviewsofthechildandthoseinvolvedwiththechildwithfocusonrecognisingareasofstrength,difficulty,andimportance.Teachingandlearningmethods.AtTheGrove,weapplyavarietyofteachingmethodstosuitthedifferentlearningstyles.Someofourstudentsbenefitfrommulti-sensoryapproachestoaccommodatetheirkinaestheticandvisuallearningstyles.Tasksandactivitiesarebrokendownintomanageablechunkstohelpstudentswithorganisationandsequencingskills.SpecificapproachesThesupportwegivetoourstudentswillbetailoredtomeettheirindividualneedsandshouldbeoutlinedonthePLP.

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Astheprimarydiagnosisforallourstudentsisautism,therearenumerousschoolwideapproachesweexpecttoseewithindailypracticeacrosstheschoolthatsupportsstudentlearning,theseinclude,whereappropriate,thefollowingsystems:

● AttentionAutism ● SVN(Useofsubject,verb,noun)Symbols● PECS(PictureExchangeCommunicationSystem) ● TEACCH(TreatmentandEducationofAutisticandotherCommunication

HandicappedChildren) ● SensoryIntegration(SI) ● SCERTS(SocialCommunication,EducationalRegulation,TransactionalSupport) ● Makatonsigning ● Symbols,VisualsandPhotographicSupport ● Schedules,choiceboards,nowandthenboards,rewardcharts,“Iamworkingfor”

charts,breakcards ● MinimalLanguage(seecommunicationpolicy) ● IntensiveInteraction ● TeamTeach(Seephysicalinterventionpolicy) ● DifferentiationoftheNationalCurriculumanditsassessment ● Mentoring ● AugmentativeandAlternativeCommunication(AAC)methods ● IntensiveInteraction

Emphasisisalwaysonensuringanunderstandingofneedsandidentifyingstrategiesforappropriatemethodsofteachingandlearningwithintheclassroomsandbeyond. Structureprovidesstability,predictabilityandsecurity.Formanyofourstudents,thesearecrucialelementstoensuringtheyarereadyandabletolearn.Timetablesshouldbestructuredandorganiseddependingonstudentindividualneedsandachievedthrough;timetabling,rewards,exercise,schedules,reflection,teachingsupportandintervention,andconsistentapproachesoutlinedintheirpersonalisedlearningplans. “Movementandlearningbreaks”mustbeavailablethroughouttheschooldayaswerecogniseourlearnerslearnbestwhentheyhaveaccesstothis.Wepromoteexerciseasakeyfeatureinenhancingattentionandconcentration,anditsbenefitsincontributingtohealthandwell-being. Learningenvironment Duetothecomplexlearningbarriersourstudentsexperienceduetotheirautism,werecognisethelearningenvironmentneedstobeconsistentthroughoutsostudentsareabletonavigateandpredicttheirsurroundings,beasindependentaspossibleandfeelconfidentandsafe.Toensurethesehappen,weexpecttheenvironmenttoreflectourapproachandethosandforeverymemberofstafftoensuretheytakeresponsibilityforadaptingandmaintainingittosuittheneedsofthestudents. Classroomexpectations

● Schedulesforeachstudentvisiblydisplayedorwheretheycanaccessitquickly.

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● NowandNextboardstohelpstudentsbreakdowntasks. ● Taskschedulesforstudentswhomayneedfurtherdifferentiation. ● Communicationwallwithvisualsthatreflecttheuseofcolourfulsemantics. ● Aquietareawithsensoryactivitiesavailable. ● SVNBoard● Choiceboards. ● Jobboards. ● Meritcharts. ● KeySymbols:Look,Listen,HandsUp,NoTalking. ● TEACCHstylearrangementforclassroomlayoutadaptedtoeachclassbutincluding

areasforindividualandgroupwork. ● NOcluttereddesksorworkareas. ● AreaaroundtheIWWcompletelycleartolimitdistraction. ● AllareasclearlydesignatedandlabelledusingCommunicationinPrint(where

required)tofacilitateindependence. ● Accesstosensorybox,timers,whiteboardsandstudent’sindividualsorrymaterials

suchas“Iamworkingforcharts.” Sharedareas

● NOclutteredtableareasorsurfaces. ● NOresourcesleftoutafterasession(tidyawayshouldbepartofthelesson). ● Symbolsandwritingclearlymarkingareasandequipmentusingcommunicationin

print. ● Displaysshouldbetidyandnot“busy”.Photos,pictures,workshouldbedouble

mountedasshouldanytitlesorkeyinformation. ● Classroomdoorstohavenamesoftheclassandnamesandpicturesofstudentsand

staff. Staffinformation

● Staffshouldcarryemotionskeyringsatalltimessothatstudentshaveaccesstothisinformationatalltimes.

● Staffshouldhaveaccessatalltimestoanycommunicationaidsorsupportsthatastudentrequirestoaidtheirreceptivelanguage.

● Studentsshouldhaveaccessatalltimestotheircommunicationsystemsotheyhaveaccesstocommunicateatalltimes.

AttentionAutismAttentionAutismisaninterventionmodeldesignedbyGinaDavies,SpecialistSpeechandLanguageTherapist,whichweadoptaspartofourspecialisedteachingandlearning.Itaimstodevelopnaturalandspontaneouscommunicationthroughtheuseofvisually-basedandhighlymotivatingactivities.TheaimsofAttentionAutismaretofosterstudentengagementanddeveloptheircapacitytoshareandextendtheirattention.TheAttentionAutismprogrammeprogressesthroughaseriesofstages,buildingoneach

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skilllevel.Stage1Aims:ToFocusJointAttention.Focusattentionontheadult-ledagendafor4–5minutesEngageattentionandenthusiasmRelaxandenjoythistimetoanticipatesharedgoodtimeStage2Aims:TheAttentionBuilderSustainfocusthroughoutanactivityledbyanadult,fromthestarttotheendinagroup,for5–8minutesDevelopcommunicationthroughnon-verbalmeansandbodylanguageDevelopunderstandingincontexts.Buildexpressiveopportunitiesinsocialcontexts.Stage3Aims:ShiftAttention.ShiftattentiontoyourownparticipationandthenbacktothegroupEngagefocusedattentionforatleast10minutesStage4Aims:Shifting&Re-engagingAttention.Attendandsustainfocus,experienceatransitioninfocusandthenre-sustainfocusagain,for20minutes.TEACCHProfessorEricSchoplerandmanyofhiscolleaguesattheUniversityofNorthCarolinaatChapelHilldevelopedstructuredteachingviatheTEACCHmethod.TheTEACCHmethodprovidesthechildwithstructureandorganisationwhichsupportsthedifficultiesmanyofourlearnershavewithreceptiveandexpressivelanguage,sequentialmemory,andcopingwithchangesintheirenvironment.Thisapproachisbasedonfivebasicprincipleswhichweadoptprimarilytoassistunderstandingtheenvironment.Thetechniquesarenotfadedoutovertime;theyareconsistentlyusedacrossavarietyofenvironmentsandsettings.Physicalstructure.Physicalboundariesareclearlydefinedsupportingstudentstopredictandaccesstheenvironment.Wemaketheenvironmentpredictablethroughclearlydemarcatedareasandstructure,thissupportsstudentstobemoreindependentanddevelopasenseofcalmandpredictability.Classescanbearrangeddifferentlydependingontheneedsofthestudents,allclasseshaveindependentworkstationswhereastudentcanworkinacalmandpredictableplaceiftheyrequire.Atallopportunities,studentsareencouragedtoexperiencearangeoflearningskillssuchasworkingindependentlyandaspartofagroup.Scheduling.Ourstudentshaveaccesstoschedulesandplannersthathelpthempredictwhatishappeninginpresenttimeandwhatwillbehappeninginthefuture.Thesecanbeuniquetoastudentandmaybethroughsymbols,pictures,wordsoranymethoduniquetothem.WorksystemsAworksystemsupportsastudentthroughenablingthemtounderstandwhatisexpectedduringanactivity,howmuchissupposedtobeaccomplished,andwhathappensafterthe

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activityiscompleted.Thisenablesthestudenttoworkindependentlyandfeelasenseofaccomplishment.Routine.Studentshaveverypredictableroutineswhichareguidedbytheschedules,plannersandworksystems.Theseareimplementedandcanbeusedandgeneralisedacrossthestudents’dayandwithinmultipleenvironments.Manyofourstudentscanbecomeanxiousifthereroutinesarechangedforanyreasonorsomethingnewisintroducedtotheirroutine.Weactivelyteach“surprise”withinroutinestohelpstudentsdeveloptheirflexibility.Visualstructure.Visualstructurereferstovisually-basedcuesregardingorganisation,clarification,andinstructionstoassistthechildinunderstandingwhatisexpected.Theseinvolveclearlylabelledclassrooms,visualsupportsandaccesstocommunicationwalls.Additionalsupportsareimplementedforindividualstudentsdependingontheirlevelofneeds.CommunicationwallsThisallowseverystudenttohaveaccesstovisualcuesandlanguagewithineachclassroomandtheenvironment.Weadoptthecolourfulsemanticsguidetodevelopingsymbolssotheyareconsistentthroughout.Weexpectstudentstoengagewithpeoplewhenusingthecommunicationwallsoweareactivelyencouragingsocialcommunicationandsocialengagement.

● Verb–Yellowborder ● Person–Orangeborder ● Location–Blueborder ● Noun–Greenborder

Emotionkeyringsand5pointscaleStudentsoftenfinditdifficulttoidentifyandexpresstheiremotions.Weusethe5-pointscaletohelpthemidentifytheiremotionsandalsoaccesstoemotionkeyrings.Staffshouldhavetheseonthematalltimestoensurestudentsareabletoexpressthemselves.The5pointscalechartisusedineachclasstohelpstudentsrecognisetheiremotionsatdifferentpointsacrosstheschoolday.TheSubjectVerbNoun(SVN)approachTheuseofSVNsymbolstripsareforstudentstocommunicate,muchlikethePECSsystem.Thedifferenceinthisapproachisthethechildistaughttoengagewithpeopleinordertomeettheirneeds.Basedonextensiveresearch,manypeoplewithautism,duringearlydevelopmentinteractorshowinterestininanimateobjects,which,asweknow,givenofeedbackorprovidenosocialcommunication.Therefore,itisnotuncommonforyoungsterswithcomplexautismtolearnfromtheseinteractionsratherthanearlysocialinteractionswiththecaregiver.Byintroducingthe“subject”orthepersonwithinthecommunicationrequest,weareaimingtoteachthepersonthatcommunicationandinteractionwithotherpeopleisnot“scary”or“unpredictable”butcanbeapositiveexperienceandhelpthe

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persontofirstlyhavetheirneedmetandsecondlymaketheexperiencepleasurable.WhenusingtheSVNboardsandsymbolstrips,weusethesamecoloursasidentifiedwithinthecolourfulsemanticstokeepconsistencyinlearning.OncethestudenthasmasteredtheSVNapproach,thecommunicationsystemcanbeusedextensivelytoaccessteachingandlearningforexample,readingandcommentingonatextandansweringquestions.ThePictureExchangeCommunicationSystem(PECS)PECSisafunctionalcommunicationsystemthatdevelopsimportantcommunicationandsocialskills.Itisappropriateforpeopleofallageswithawiderangeoflearningdifficulties.PECScanbeusedanywhereandatanytimewhensomeonecommunicates.PhaseI–HowtoCommunicate:Studentslearntoexchangesinglepicturesforitemsoractivitiestheyreallywant.PhaseII–DistanceandPersistence:Stillusingsinglepictures,studentslearntogeneralisethisnewskillbyusingitindifferentplaces,withdifferentpeopleandacrossdistances.Theyarealsotaughttobemorepersistentcommunicators.PhaseIII–PictureDiscrimination:Studentslearntoselectfromtwoormorepicturestoaskfortheirfavouritethings.Theseareplacedinacommunicationbook–aringbinderwithVelcro®stripsallowingpicturestobestoredandeasilyremovedforcommunication.PhaseIV−SentenceStructure:Studentslearntoconstructsimplesentencesonadetachablesentencestripusingan‘Iwant’picturefollowedbyapictureoftheitembeingrequested.PhaseV–AnsweringQuestions:StudentslearntousePECStoanswerthequestion,‘Whatdoyouwant’PhaseVI–Commenting:Studentsaretaughttocommentinresponsetoquestionslike‘Whatdoyousee?’,‘Whatdoyouhear?’,‘Whatisit?’,etc.Theylearntomakeupsentencesstartingwith‘Isee’,‘Ihear’,‘Ifeel’,‘Itisa’,etc.AttributesandLanguageExpansion:Studentslearntoexpandtheirsentencesbyaddingadjectives,verbs,prepositions,etc.Socialstories.CarolGraycreatedsocialstoriesin1991tohelpteachsocialskillstopeopleontheautisticspectrum.Theyareshortdescriptionsofaparticularsituation,eventoractivity,whichincludespecificinformationtothereaderonwhattoexpectinagivensituation,enablingthepersontohaveagreaterunderstandingofwhattoexpectorhowtoadapttheirresponse.Socialstorieshaveahugerangeofapplications,whichinclude:

● Developingpersonalskills ● Helpingtounderstandhowothersmightbehaveorrespondinaparticularsituation

andsohowtheymightbeexpectedtobehaveinresponse ● Supportingchangestoroutinesandunexpectedordistressingevents

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● Providingpositivefeedbacktoapersonaboutanareasofstrengthorachievementinordertodevelopself-esteem

● Supportingtheunderstandingofhowtomanageemotionsorbehaviours PlanningandassessmentEverystudenthasaPersonalisedLearningPlan(PLP)whichcontainsadetailedprofileandinformationaroundthatstudent.Thiswillinclude:● Studentinformation ● Studentphoto ● Penportrait ● Academicflightpath ● Targets–EHCP,English,maths,PHSCE,LifeSkillsandSCERTS/AutismProgress ● Positivebehavioursupportplan ● Riskassessment(ifrequired) ● Additionaltherapyinformation(ifrequired)

ThePLPisaworkingdocumentandshouldbereviewedweeklybytheclassteam.Targetsremainfocusedondevelopingacademicandpersonalprogressforourstudents.Targetsarepersonalizedandaimedatsupportingeachindividualstudenttoprogresswithinthoseareasthatpresentthemostchallengingtothemasaresultoftheirautism.SECTION9.INCLUSIONTheGroveisabletodrawontherichresourcesandopportunitiesofitsmainstreampartnerschoolsandweaimtoprovideasmanyinclusiveexperiencesthataresuitableforeachofourlearners.Thismaybeabespokeopportunitysuchasaccessinglessonsinthemainstreamschool,representationontheHaringeyschoolcounciloritcanbeworkingalongsidepeersfromthemainstreamschoolduringactivitiesandevents.Weareproudtohaveanumberofinclusionambassadorsinthemainstreamschoolwhocontributetoraisingtheprofileandawarenessofautismthroughtheschool.Classteachersareresponsiblefororganisinginclusivelearningwiththeirmainstreamcolleagues.Thiscanbeorganisedviainternalemail.Inclusionalsoextendstooutreachtothemainstreamschoolandthemanystudentsonthespectrumthatrequiresupport.WeprovidetrainingtothestaffacrosstheTrustinordertoensurestaffarewellequippedtocaterforallofourautisticpopulation.Wealsoprovideoutreachsupporttootherschoolsworkingdirectlywithstudentsandofferingtrainingtostaff.Wehaveourownstudentcouncilwitharepresentativefromeachclass.Eachclassisexpectedtodiscusstopicsandgatherviewsforthehalftermlymeetings.Studentshaveastrongvoiceandhavebeeninstrumentalindesigningtheirclubswithintheprovision.Inaddition,studentsarepartofthewiderHaringeySENSchoolcouncilwhichmeetsregularlytodiscussborough-wideissuesforyoungpeoplewithSEN.

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SECTION10.PROFESSIONALDEVELOPMENT.Webelievethattoprovidehighqualityeducation,careandprovisionforourstudentswithAutismwemustprovidehighqualitystaffingandresources.Webelievestronglythattomaintainthisqualityofprovisionwemustensurethatthereiscontinuousprofessionaldevelopmentforall.Allstaffnewtotheschoolhavesomeinitialautismawarenesstrainingaspartoftheschool’sinductionpackage.StaffcompletetheNationalAutisticSociety(NAS)onlinetrainingmodulesaspartonthispackage.Followingthisallstaffatareofferedtrainingofvarioustypesthroughouttheschoolyearaccordingtorecommendation/requestsarisingfromtheirAppraisals.WeusetheAETcompetencyframeworkasaselfauditforallmembersofstafftoandthishelpstoidentifyareastheywishtodevelop.Inaddition,regulartrainingisdeliveredforthewholestaffonatrainingcyclelinkedtotheschoolimprovementplan.Staffareinvitedtorequestadditionalprofessionaldevelopmentthroughfurtherstudysuchasmastersdegrees.TeachingstaffarerequiredtotakepartinourTeachingShapesprogrammewhichisbasedontheinternationslessonstudyprogramme.Thisformspartoftheprofessionaldevelopmentforteachingandlearning.Wealwaysaimtoensurethat:● Teachersarerecruitedwithspecificknowledgeandunderstandingofteaching

studentswithautism ● Ourstaffreceiveoutsidetraininginalltheappropriateareasofeducation,careand

provisionforstudentwithautism. ● Staffgiveregularfeedbacktoeachotherandsharetheirprofessionaldevelopment

andexperienceswitheachother.Thisenablesgoodpracticetobesharedthroughouttheresourcebaseandextendthroughtheschool.

● StaffreceivetwilighttrainingeachterminareasandaspectsspecifictoAutism. ● StaffsharegoodpracticeandhaveexperienceofworkingwithinthePrimaryand

secondaryclassestoensureconsistency. ● AllourpermanentmembersofstaffaretrainedintheTEAMTEACHapproachto

positivebehaviour.Wecurrentlyhaveaqualifiedtrainerineachoftheclasses. ● Multidisciplinaryprofessionalhaveopportunitiestosharepractice,adviceand

informationwithstaffteamsatregularclassteammeetings. SECTION11.THERAPYSUPPORTMultidisciplinarysupportavailableforstudentstosupportworkinschoolconsistof:

● SpeechandLanguageTherapy(SALT) ● OccupationalTherapy(OT)

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● Emotionalwell-being TherolesoftheSALTandOTareofferedatatieredlevelofsupport:

● UniversalService:Thisisthefoundationofunderstanding,knowledgeandskillsincommunicationandsensorysupportacrossourprovision.Theroleofthetherapistatthislevelistosupport,advise,assessandprovidebasictraining.

● TargetedService:Thislevelofsupportisfocusedonindividualsandmayrequiretrainingorspecificplanningtomeetanindividual’sneedssoreducingthebarrierstolearning.

● SpecialistSupport:Thislevelofsupportisfocusedondirectandindirectinputfromatherapistwhenneeded,suchasin-depthassessmentsorinterventions.

Thetherapistsassessstudentsonentry.Thisassessmentiscarriedoutoverafewweeksacrossarangeofactivities.Formost,thisisdonebyobservations,directinteractionanddiscussionswithschoolstaff,parentsandcarers.Followingthis,targetsandprogrammesarederivedtheseareoutlinedwithinthestudent’sPLPandmonitoredbyclassteamswithsupportfromthetherapist.Ourtherapistsarealsoavailabletoattendindividualmeetingsandreviews,liaisewithprofessionals,writepolicies,reportsandprogrammes,andprovidetraining,supportandmentoringforstaff.Wehaveatherapyassistantonsitewhosupporttheday-to-dayplanningandsupportofthestudents.Staffshouldrefertotheminthefirstinstanceiftheyneedadvice.SpeechandLanguageTherapy(SALT)TheSpeechandLanguageTherapist(SALT)workstopromotethespeech,languageandcommunicationdevelopmentofourstudents,toensureeachachievestheirfullcommunicativepotential.Theabilitytouselanguageandcommunicatewithothersdiffersfromindividualtoindividual,andSALTworksinpartnershipwiththestaffteamtoensurethateveryoneherehasaneffectivecommunicationsystem.Itisessentialthatstudentswithspeech,languageandcommunicationdifficultiesarenotlefttostruggle.Helpingstudentscommunicatemoreeffectively,inturn,helpsthemtoprogress,notonlyatschool,butalsotoparticipateinthewiderworld.Astudent’scommunicationprofilewillbehighlightedwithintheirpenportraitwhichmakesuppartoftheirPLP.Targetstodevelopspeech,languageandcommunicationwillalsoformpartofthePLPandwillbesetandmonitoredjointlybytheclassteamandtherapists.Thefollowingaspectsofcommunicationareconsideredwhendevelopingaprogramme:

● Bodylanguage ● Facialexpressions ● Eyecontact ● Gesturesandpointing ● Signing(Makaton) ● Vocalisations ● Useofobjects,photographsandsymbols ● UseofHigh-TechVoiceOutputCommunicationAids,(VOCAs)andotherAACdevices

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● Speech ● Writing ● Socialcommunicationskills �

Weadopta‘TotalCommunicationApproach’.Thismeansthatallmethodsofcommunicationarerecognisedandvaluedequallyasformsofinteraction.Communicationunderpinsallareasofthecurriculumandallowsstudentstoaccesslearninganddevelopsocialrelationships.Weusearangeofcommunicationmethodsandapproachestodevelopcommunicationwhichinclude:

● AttentionAutism ● IntensiveInteraction ● PictureExchangeCommunicationSystem(PECS) ● SVN ● SpecificmeasurableinterventioninLiveEnglish(smiLE) ● VERVE ● SCERTS ● Makaton

Pleaserefertothecommunicationpolicyformoreinformation.Wedonotfollowoneapproachonlysincetheneedsofthestudentsvary.Webelieveitiseverybody’sresponsibilitytohaveanunderstandingofthedifferentmethodsofcommunicationandusetheseindailypractice.Wepromotetheviewthattobeaneffectivecommunicatorwemustbeeffectivelistenersandobservers.Itisthereforeessentialthatcommunicationapproachesareconsistenttoensuremaximumcommunicativefunctionisachieved.Thismeansthatwhateverformofcommunicationisthemosteffectiveforanindividualstudenttheymustalwayshaveaccesstoit.OccupationalTherapy(OT)OccupationalTherapyprogrammesconsistofacombinationofapproachesdependingonthespecificneedsofindividuals.Programmesaredeliveredbystaffona1:1basis,insmallgroupsorinlargergroupsandaddressdifficultiessuchasmotorcoordination,sensorydifficulties,self-regulationskills,executivefunctioning,finemotorskills,visualmotorskillsandfunctionaldailylivingskills.Thelifeskillscurriculumsupportsthedevelopmentofmotorskillsplanningandthedevelopmentofsequencingskillsandfunctionalskills.Targetswillformpartofthestudent’sPLPandtheOTwillliaisetoensureplanningissuitableforthetargetskilldevelopment.Eachstudent,whohassensoryprocessingdifficultyhasasensoryprofilewhichishighlightedwithintheirpenportrait.ThosewithmoreprofoundneedsmayhaveamoredetailedsensoryprofilewrittenbytheclassteacherinconsultationwiththeOTandOTassistant.Interventionmayinclude:

● Asensoryprofilewhichwilloutlineanyspecificactivitiessuchasheavyworkouts,grossmotorexercisesandcalmingactivities

● Aschoolandhome(daily)sensoryprogramme

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● Adviceonspecificequipmentorchangestotheenvironmentthatsupportsselfregulationsuchas;eardefenders,vibratingpillow,move-n-sitcushions,chewytubes,sensorytoys/activities

Emotionalwell-beingTheprovisionbenefitsfromavisitingtherapistswhoworksalongsideclassstaff,parentsandcarersandindividualstudentstosupporttheirwell-being.Theseincludemusictherapyandarttherapy.Inaddition,theprovisionworkswiththeHaringeyChildandAdultMentalHealthService(CAMHS)tosupportthewellbeingofindividualswhohavebeenreferredorneedadditionalsupport.TheEducationalPsychologyServiceisemployedbytheLocalAuthoritytoofferaserviceworkingwithstaff,studentsandfamilies.Multi-DisciplinaryWorking(MDT) Thetherapyteamworkswithotherprofessionalsasamulti-disciplinaryteamaroundfamiliesasrequired.Theseteamsmayincludeprofessionalsfrom:

● Education:TeachingStaff,namedcontactprofessionals ● Health:Therapists,CAMHS,SchoolNurse,EducationalPsychologist(EP) ● Socialcare:SocialWorker,FamilySupportWorker,Advocacy

WeseektoensurethereareregularMDTteamsheldonsitetoensureastrongpartnershipworking.StaffmemberswhowishtoraiseanyconcernsregardingastudentwithinaMDTcontextshouldcontactourpastoralmanager.SECTION12.POSITIVEBEHAVIOURANDREWARDSWebelievethatpositivebehaviourisimportantforeffectivelearningtotakeplace.Emphasisisplacedonteachingstudentshowtoregulatetheirbehaviourresponses.Challengingbehaviourscanbepassiveoractive,theymustberecognisedbystaffasservingapurposeforthestudentandcommunicatinganeed.Challengingbehavioursmaypresentas;● aggression● inappropriatenoises● misuseofproperty● sociallyinappropriatebehaviour● selfinjuryandselfstimulation● distractibility● regurgitation● non-compliance● attentionseeking

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Webelievethatitisimportanttomeetthechallengesposedbypassivemanifestationsofthesebehavioursasitistodealwiththeactiveones.Weapplyavarietyofstrategiesandalwaysteachinthecontextofpositivebehavioursupportandwellbeing.● Weensurethattheenvironmentissafe,structuredandsupportsourstudents’

individualneedsthroughtheprinciplesofTEACCH. ● Thelearningenvironmentismotivatingandfunctionalforthestudents.● Teachingandlearningisinlinewithstudent’spositivebehaviourandwellbeingplans● Thecurriculumismatchedtostudentneedandrelevanttotheiremotionaland

developmentalstage.● Thereisaconsistentapproachtototalcommunication.● Useofrewardmeritsystemstokeepchildrenmotivatedandhelpthemtake

responsibilityandownershipfortheirlearning.(ensurerewardsareindividual,meaningfulandarematchedtostudent’sinterests).

● Praiseforpositivebehaviours,attitudesandefforts. ● Students’achievementsarerecognisedthroughpraise,merits,houseteammerits

andtheweeklyachievementassemblywheretheyarepresentedwithcertificatesandawards.

● Clearboundariesforstudentssotheyknowwhatisexpectedofthem. ● Useof“Iamworkingforcharts” ● Useofreflectionsandde-briefsforstudentstohelpthemidentifyhowtomodifyand

understandtheirbehaviours. ● Partnershipwithparentsandcarerstoenableaconsistentapproach.

Ourapproachandphilosophyisreflectedinourbehaviourandwellbeingpolicywhichisconsistentlyappliedbyallstaffandvisitingprofessionalswhoworkinschool.Theprovisionhasapastoralmanagerwhoofferssupporttostaffteamsintheirworktosupportstudentbehaviourandwell-being.Thisisfacilitatedthroughdetailedbehavioursupportandwellbeingplans.Theroleextendstothecareandwelfareofthestudentsthroughherroleassafeguardinglead.BehavioursupportTheschoolfollowstheTEAMTEACHapproachtopositivebehavioursupportanditsguidelinesandpractice.Positivebehaviourisencouragedatalltimesandrewardsformanintegralpartofthestudent’sschedule.Studentshaveapositivebehaviourandwellbeingsupportplan(PBSP)withintheirPLP,thepastoralteam,SLTandtheTeamTeachtrainerssupportthedevelopmentofthese.Theplansoutlinethepositivebehaviourstrategiesandpreventativemeasurestobeusedtosupportthestudent.

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Ifapositivehandlingplan(PHP)orapersonalriskassessment(RA)isrequiredthepastoralteamandTeamTeachtrainerswillsupportwiththemonitoringofthis.Classteachersareresponsible,inthefirstinstanceforwritingthePBSP,thePHPandtheRA.(Riskassessments(RA)willaccompanyaPBSPwherethereisariskofinjury,dangerordamagetoanindividualorothers).TheTeamTeachtrainersareonhandtoensurethattheapproachiscarefullyfollowedatalltimes.Trainingthroughouttheschooloccursregularlytoensurestaffpractice,knowledgeandskillsiskeptuptodate.BehaviourWatchsoftwaretologandmonitoranyincidentswithintheprovision.ThisisanalysedonaregularbasisbythepastoralteamandfedbacktoSLTandclassteacherstoenableadjustmentsandmodificationstosupportforstudentswherenecessary.Itistheresponsibilityofallstafftoensuretheyrecordincidents.Inthecaseofaphysicalintervention,theincidentshouldbeloggedwithin24hours.SECTION13.HEALTHANDSAFETYThesafetyandwelfareofstudentsandstafftakesthehighestpriority.WefollowtheHealthandSafetypoliciesofHeartlandsHighSchoolandStMary’sdependingonwhichsitestaffandstudentsarelocated(PleasereadourstatementonH&Sandaccompanyingpolicies).Wehaveanumberofriskassessments,whicharebespoke,toourpracticeandtheneedsofourstudentpopulation.WehavethreeChildProtectionleads,NadineHuseyin,LuciaSantiandHelenGeorgiadeswhoareresponsibleforthewelfareandsafeguardingofthestudents.TheschoolusesMyConcerntorecordALLconcerns.Allstaffareheldaccountableandareexpectedtologanyconcerntheyhaveaboutthewelfareofachild.Theschoolfollowssaferecruitmentproceduresatalltimestoscrutiniseallthoseworkingwithintheschoolwithchildren.Weensurethatallstudents'personalcare,welfareanddevelopmentareconsideredatalltimesviaourcloselinkswithmulti-agencyprofessionalsandpromotionofPHSEandcitizenshipviaourcomprehensivecurriculumandguidance.Inadditiontotheschoolproceduresforchildprotectionandsafetyweensurethatwhenhandlinganycrisismanagementwithourstudentsthatthechild’sspecificneedsaretakenintoconsiderationandthatcommunicationandsupportishandledappropriatelyandwithsensitivity.Followinganycrisisourmainfocusintoensurethatallpartiesconcernedaresafeandanyactionsrecorded. SECTION14.PARTNERSHIPSWITHPARENTS.

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Wehaveastrongfocusonmaintaininganddevelopingrelationshipsbetweenparentsandcarersandthestaff.Wewelcomeparentsandcarersintoschool,aswebelievethattoachievethebestoutcomeswemustworkinpartnership.Therearemanyopportunitiesforparentsandcarerstobecomeinvolvedinaspectsoftheschoolandparentgroupsofferopportunitiesforparentsandcarerstomeeteachotherandshareexperiences.Theseinclude:● Parentandcarertraining ● Pastoralmanagerandhomeliaisonservices ● Parentandcarerssocialgroups ● TermlyPLPmeetings ● Annualreviewmeetings ● Opendoorpolicy ● Weeklynewsletters ● Dailyhome/schoolcommunicationviatheclassteam ● Annualreports ● Termlyquestionnairesandparent/carerfeedback

Familiesareexpectedtokeeptheschoolinformedofrelevantinformationthatmayimpactontheteachingandlearningoftheirchild.Weencouragethisinformationsharingaspartofourstrongbeliefthatatwo-wayflowofcommunicationensuresachildgetsthebestfromtheirtimeatschool.Thisfosterstrustandtransparencywithintheworkingpartnershipandthiscommitmentisconsolidatedthroughthehome–schoolagreement.HomevisitsWherenecessary,staffconducthomevisits.Forsomeyoungpeople,itisimportantthatwedothisbeforeentrytotheschoolaspartoftheplannedtransition.Additionalhomevisitsforexistingstudentsandtheirfamiliesmayalsotakeplace.Thesearecommonlyorganisedandattendedbyourpastoralteam.Fromtimetotime,othermembersofstaff,includingourtherapists,maywanttovisitafamilyathometosupporttheimplementationofstrategiesandtosupportcontinuity.InsomeextremecasesaHomeEducationProgramme(HEP)maybedesignedandsupportedbytheschool.Ourtherapistofferhomevisitsandtrainingforparentsandcarersduringtheholidayperiods.ParentTrainingTrainingsessionsareheldeachhalfterminschoolforparents,carers,otherprofessionalsandfriendsonaspectsofAutism.Theseworkshopsarerunonaninformalbasisandprovideinformation,practicalideasandstrategiesforparents,carersandsuchtosupporttheirchildathome.Theworkshopsalsoprovideopportunitiestobecomepartofanetworkgroupforparent,carersandthosewhoworkcloselywithchildrenwithautism.Acopyofthescheduleissenthometoallparentsandcarersandisalsoavailabletootherswhoareinterestedinlearningmoreaboutautism.

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Autism handbook for The Grove - Amazon Web Services · 2019-08-07 · The Grove: Autism Handbook April 2018 Executive functioning People with autism often have the ability to fully