early years programme

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early years autismcompetency framework

Autism Centre forEducation and Research

AET early years autism competency framework 2

early years programme

Contents

PART ONE

A What is the purpose of the AET early years autism competency framework? 3

B Why has this AET early years autism competency framework been developed? 4

C Who should read this AET early years autism competency framework? 4

D What is covered in the AET early years autism competency framework? 5

E How is each competency rated? 6

F How will a member of staff in an early years setting demonstrate they have met a competency? 7

G What are the next steps/actions to be taken after completion of the competency framework? 7

H What is the evidence base for the competency framework? 8

I What this competency framework is not 8

J Early years foundation stage (EYFS) documents 9

K What is autism? 10

L Further resources, references and websites 11

PART TWO

M The AET early years autism competency framework 12

N Resources for the competency framework listed in numerical order as they appear in the competency framework document 36

O Next steps action plan 48

P References and further suggested reading 49

AET early years autism competency framework 3

early years programmeIntroduction and instructions

A. What is the purpose of the AET early years autism competency framework?

The autism education trust developed this competency framework for early years settings with funding from the Department for Education in England, to set out the skills, knowledge and understandings that staff require to work effectively with children with autism. This framework has been designed to enable individual staff to consider which competencies they have already and which they need to develop. The evidence produced by completing the framework can be used for a number of purposes (e.g. To determine staff training needs; to feed into a development plan; to consider environmental adaptations; to build parent/carer confidence; to submit as evidence to OfSted and other external agencies). Ultimately, it is hoped that working on these competencies will improve outcomes for children with autism in the early years.

Differences seen in children with autismThe development and learning style of children with autism differ from those of typical children. In Development Matters in the EYFS (DES, 2012, p.2), It is stated that

‘Children are born ready, able and eager to learn. They actively reach out to interact with other people, and in the world around them.’

For children with autism, however, it is very important to know that they

are not as able to reach out to interact with others and some children with autism actively avoid this. As teaching and learning in the early years is done largely through interactive play and communication with adults and children, staff have to use a different approach with children with autism. Autistic adults explain that they share the same world, but are often attending to different parts of it (the non-social, physical, sensory and material world) and find interaction with others difficult and stressful. An autistic adult who was late to be identified and diagnosed with autism, illustrates this very powerfully, in describing her early years:

‘I found much social interaction with peers painful and confusing, but I loved solitary activities and was particularly ‘switched on’ to colours and patterns. Knowing this would have enabled relevant professionals (e.g. In school) to use this information in creating a physical and social environment that motivated me to engage – when I was at school many of the motivational techniques were social (extra playtime for successful completion of learning tasks, chance to sit next to best friend etc) had my social and sensory skills been measured it may have been possible to use other motivational factors for me to increase my incentive to engage and learn. (e.g. ‘If you complete this learning task you can sort the books … you can tidy the painting area … you can play in the water etc.)’

A separate framework – the aet early years autism standards sets out the key elements to good practice in children with autism in early years settings.

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B. Why has this AET early years autism competency framework been developed?

Autism is often hard to detect in some children and their needs might go unnoticed as some children may not show their difficulties or distress to staff. Using this competency framework is likely to enable staff to better identify and meet needs.

C. Who should read this AET early years autism competency framework?

This competency framework has been written for all preschool and early years settings for children with autism from birth to 5 years. Children with autism in the early years will attend a range of different settings. Most children in the early years attend a preschool group or a nursery or children’s centre. Some will attend special schools or units and some are home educated. There will also be children with autism with child minders or in playgroups and mother and toddler groups.

Some children will already have a diagnosis of autism or Asperger syndrome. Other children will not yet have been diagnosed, as autism is often not detected until after the age of five years. This competency framework have been written for all preschool and early years settings for children with autism from birth to 5 years. The competency framework can be completed by an individual member of staff, by a small group of staff, by the whole staff and/or by an external professional (e.g. Autism outreach service; educational psychologist).

The statutory framework for the early years foundation stage (DFE, 2012), is underpinned by a new inspections framework. In summary, there is stronger emphasis on three prime foundations: personal, social and emotional development; communication and language and physical development. The first two areas are significant areas to focus on in relation to autism and will affect the child’s ability to engage in early years activities. The areas of learning specified are literacy, mathematics, expressive arts and design; and understanding the world.

AET early years autism competency framework 5

early years programmeD. What is covered in the AET early years autism

competency framework?

There are 37 competencies in total and it is highly unlikely that any individual member of staff – even a person working in a specialist unit or setting, will have established all these competencies. The aim is that over time, a person will increase the number of competencies they have developed.

The early years autism competency framework is divided into 4 main headings which focus on:

1. A unique child (how to understand and address each child’s strengths and needs)

2. Positive relationships (with staff; parents/carers; other agencies and peers)

3. Enabling environments (how to create good indoor and outdoor environments for children with autism).

4. Learning and development (priorities in autism; adjustments that can be made to activities)

Each competency statement is linked to resources which show how a staff member might evidence and improve their knowledge and skills in this area. Users can click on a link and the resource will open if they are connected to the internet. These resources include published papers, audio-visual material and a range of reports and guidelines related to the competency’s topic.

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E. How is each competency rated?

For each competency, the user can evaluate the extent to which they feel they meet the competency, using the four ratings:

• Not appropriate

• Not yet developed

• Developing

• Established

Definitions of these headings

Not appropriate

This category can be used for one of two main reasons. In early years settings where there are only one or two children with autism, some aspects of practice might not be necessary or relevant to those particular children, or staff may have other good reasons to know that this competency is not needed. Whenever this box is ticked, the user should provide the rationale for this decision.

Not yet developed

Work will be done to consider how to develop competency in this area.

Developing

Work has started to develop this competency.

Established

This competency is established and met by the user.

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F. How will a member of staff in an early years setting show that they have met the competency?

In deciding the extent to which a competency is met, the member of staff completing the competency framework should aim to show documentary evidence (D) (e.g. Policy document; accounts from children, staff or parents; records on training events); for relevant practice to be observable and obvious (O) within the early years setting; and for staff, parents and/or children to be able to verbalise (talk about) the policies and procedures within the setting (V), if asked.

G. What are the next steps/actions to be taken after completion of the competency framework?

On the basis of the responses to this document, staff within the setting can discuss and decide which competencies are well established and require little development, those that require regular review, and those competencies that are not yet developed. Decisions can then be made as to which competencies in the latter group should take priority for further development and training. These are likely to be those where a change in practice could have the most benefit to children with autism. The last column for each of the competencies enables staff to enter the priority level for work on each competency, based on the needs of the current population of children with autism. The priority level for work on each competency can be rated as:

HIGH MEDIUM LOW

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H. What is the evidence base for the competency framework?

Most other competency frameworks and principles of practice are based on the expertise and opinions of people who have worked in the field of autism for several years, and take account of current research. Research is complex due to differences between children with autism and assessment issues. The recent NICE guidance on approaches for children with autism found that many research studies were not robust enough to make firm recommendations. This competency framework has therefore been written largely on the basis of expert opinion and the views of parents, carers, practitioners and autistic adults. A list of the groups and key people involved in producing this competency framework is given at the end of this document.

I. What this competency framework is not

This competency framework is not a complete list of all the skills and knowledge that staff will require to work with children with autism. Even when a member of staff has met all these competencies, there will always be a need to update and refresh this knowledge in the light of new understandings and new children to the setting.

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J. Early years foundation stage documents

Recent key early years foundation stage documents and reports can be accessed through the online version of this competency framework and include:

• British Association of Early Childhood Education, Development Matters

• Department for Education (2013) Early Years Outcomes, London: DFE

• Department for Education (2012) Statutory Framework for The Early Years Foundation Stage, London: DFE

• Nutbrown, C (2011) Mapping the Early Education and Childcare Workforce: A Background Paper

• Nutbrown, C (2013) Nutbrown Review: Foundations for Quality: The Independent Review of Early Education and Childcare Qualifications

• Standards and Testing Agency (2014) Assessment and Reporting Arrangements: Early Years Foundation Stage

• Standards and Testing Agency (2014) Early Years Foundation Stage Profile: Handbook

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K. What is autism?

Autism is a term used to describe a neurological difference in brain development that has a marked effect on how a child develops. There are four areas of difference that are particularly important for staff to understand and pay attention to as most children with autism will have individual educational needs to be met in these areas. Children on the autism spectrum will have different levels of support needs in relation to:

• Understanding the social and emotional behaviour of staff and peers – much as it is difficult for staff and peers to understand the social responses and emotional expression of children on the autism spectrum.

• Understanding and using communication and language - both verbal and non-verbal (e.g. gesture; facial expression; tone of voice)

• Differences in how information is processed can lead to a strict adherence to routines and rules and/or difficulties in following a sequence within a task or dividing their attention. Children on the autism spectrum have difficulties in predicting what will happen when a familiar timetable or activity is changed. Conversely, such styles of processing can lead to strengths and abilities in a number of areas (often related to factual memory or areas of interest and motivation).

• Differences in the way sensory information is processed, often leading to over-sensitivities (often to external stimuli such as lighting, smells, or sounds), and under-sensitivities (often not noticing internal feelings such as pain, body awareness and hunger, until they become overwhelming). It should be noted that sensory sensitivities can lead to extreme levels of stress and anxiety in unfamiliar or over-stimulating environments.

Further details of each of these four areas are given in Appendix 1.

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L. Further resources, references and websites

In addition to the resources linked to the competency framework, there is a themed list of resources, references and websites which can be accessed by clicking on the link when you are viewing this competency framework online.

Copyright issues

The information in this document is crown copyright and so extracts from the document can be copied for non-commercial activities or training, provided the source is acknowledged.

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“ By understanding the hopes, dreams, strengths and weaknesses of autistic people, society can gain a deeper and rounder view of human nature.

Lawson, W (1998)Extract from life behind glass. London: Jessica Kingsley. p.ii.

”

A unique child

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Competency:

1You can assess and identify the key strengths, interests and challenges of children with autism. You understand the four key areas of difference and how they impact on how the child learns.

4 key areas of difference

Observation Early Years checklist (Cumine, Stevenson and Leach)

AET Teachers Guide

Views of autistic adults on assessment

AET early years autism standard 8

2You understand that using the child’s interests and favourite activities is very important in gaining and maintaining their attention and build in many opportunities for the child to engage with these.

www.attentionautism.com

Reactickles website

Phoebe Caldwell, see films

Make a deal

Ipads for autismThomas the tank painting

AET early years autism standard 18

Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

A unique child

N\A

State R

eason

Not yet D

eveloped

Develop

ing

Established

HML

D= DocumentO = ObservedV = Verbal report

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

A unique child

N\A

NY

D

Dev

Est

3You gain much of your information on the child before they start, fromtheir parents/carers, finding out about the child’s interests, skills, dislikes, fears, means of communication, medical and safety needs and waysto comfort them.

Profile of a girl

Profile of a boy

Likes and dislikes

AET early years autism standard 12

4You observe and assess each child across a variety of situations and learn to read their body language to understand their response to situations and ascertain their physical and emotional well-being.

Autistic lens

Views of autistic adults on assessment

Sensory Profile

Leicestershire sensory processing resource pack for early years (Leics CC)

Recording the session

AET early years autism standard 5

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

A unique child

N\A

NY

D

Dev

Est

5You know that some children with autism may find physical contact difficult and know to use this sensitively when playing and working with children.

Insights as an adult with autismLegal guidelines from DofE

Fact sheet on physical intervention

AET early years autism standard 4

6You spend time observing, assessing and teaching children a means to communicate, and provide reasons and opportunities to communicate within your setting and know how to access advice from a speech and language therapist.

Universally speaking

Objects of reference devised by Coventry LA

Other ways of speaking

MisunderstoodMeans, reasons and opportunities

AET early years autism standard 26

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

A unique child

N\A

NY

D

Dev

Est

7You are able to assess a child’s sensory needs and have strategies to help address these.

Sensory Profile

Leicestershire sensory processing resource pack for early years (Leics CC)

Sensory Issues in autism (East Sussex County Council)

Sensory Processing (Centre for Autism)

AET early years autism standard 4

8You understand that children with autism often attend to different aspects of the early years setting (e.g the non-social, sensory, physical and material world) and can find interaction with other children difficult and stressful. You observe and assess the child’s social preferences and ability and take steps to help the child to play and work with others.

Debbie Waters video talking about her son Joe as a baby – on Early Years IDP. Choosing an approach – Questions to considerLego therapy paper by Miranda Andras

AET early years autism standard 1

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

A unique child

N\A

NY

D

Dev

Est

9You ensure that the perspective of the child is taken when making decisions on how to engage and work with him/her. You understand that a child’s actions need to be understood in terms of how their autism might influence these and adjust your response, accordingly.

Autistic lens

A is for Autism video

Talking mats

The Child’s voice – all about me

I want to choose too

Autistic view resource bank

AET early years autism standard 10

10You create a profile of each child setting out key information (e.g their likes, dislikes, interests, fears and form of communication) based on close observation and information given by the child’s parents/carers and you use this to inform plans and practice.

Harry’s passport

AET Person-Centred Planning

Child Profile

AET early years autism standard 6

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

A unique child

N\A

NY

D

Dev

Est

11You know that children with autism may have other conditions too (e.g. visual or hearing impairment, learning disabilities, dyspraxia, ADHD, and speech, language and communication difficulties) and know how to access advice on these.

NICE guidance on autism, ADHD, epilepsy and OCD

Gascoigne paper on meeting the needs of children with SLCN in integrated services

Universally speaking

Hodge and Chantler paper

ican

AET early years autism standard 11

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“ As the professionals in most regular contact with the parents, it is commonly the early years setting that will cope with an array of questions, problems, issues and the emotions and feelings of the parents at the pre- and post-diagnosis stages.

Wall, K. (2004)Autism and early years practice: a guide for early years professionals, teachers and parents. London: Chapman.

”

Postive relationships

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Positive relationships

N\A

State R

eason

Not yet D

eveloped

Develop

ing

Established

HML

D= DocumentO = ObservedV = Verbal report

12You welcome parents and carers, value theirknowledge and listen to their concerns. You have ameans of finding out what each parent would like youto work on, what their child enjoys at home and how best to comfort the child when distressed. You have a number of different ways of involving and informing parents/carers (e.g discussing goals, reports, training, email, DVD, photos, parent helpline)

Structured conversations with parents (Achievement for All) PDF

Jackie’s story

AET Parents/Carers Standards in Education

How helping works

AET early years autism standards 12 and 13

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Positive relationships

N\A

NY

D

Dev

Est

13You know that some children will not have been identified as having autism and talk to parents sensitively about any concerns. You know that you are not able to make a diagnosis but are able to signpost parents to appropriate services.

National Autism Plan for Children

SIGN Document 98 on the identification of autism

NICE Guidance on diagnosis of autism

AET early years autism standard 14

14You create time to discuss your ideas and concerns with other staff to reflect on, discuss and evaluate your practice in relation to children with autism.

AET good practice report

Working together to safeguard children

Practitioner views on what makes a good EY setting

Peeters and Jordan paper on what makes a good practitioner

AET early years autism standard 32

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Positive relationships

N\A

NY

D

Dev

Est

15You understand that it is important for all staff who work with the child to respond in a similar and consistent way in terms of how staff relate to the child and their parents. You ensure that supply staff and new staff are informed about the needs of each child with autism.

McAteer paper on adult style

Harry’s passport

Child Profile

Working with charts from the AET tools for teachers

Principles of adult communicative style

AET early years autism standard 22

16You work effectively with other professionals in education, health, social care and the voluntary and independent sectors.

Website for health professionals on autism

Mapit

EHC factsheet

Example EHC plan 1

Example EHC plan 2

AET early years autism standard 17

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Positive relationships

N\A

NY

D

Dev

Est

17You have attended training in autism and shared this with support staff and non-contact staff in your setting.

Early years IDP

AET programme

Planning your learning

Recording your learning

Self evaluation checklist from the IDP primary

AET early years autism standard 33

18You promote the attitude that all children, including those with SEND and autism, have the same right as other children to access all the activities usually provided.

Disability Discrimination Act (2010)Differentiation - principles and practicalities

AET early years autism standard 2

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Enabling environments

“ Placing every child into a school governed by inclusive policy but not inclusive practicalities is like trying to fit all shapes into one (or round pegs into square holes). It will not work.

Lawson. W (2008) p.98

”

Enabling environments

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Enabling environments

N\A

State R

eason

Not yet D

eveloped

Develop

ing

Established

HML

D= DocumentO = ObservedV = Verbal report

19You help children with autism to develop friendships with other children within and outside the setting whilst respecting each child’s social differences and preferences.

Scottish Autism factsheet

Autism West Midland factsheet on play

AET early years autism standard 27

20You observe and assess the potential sensory challenges to children with autism both indoors and outdoors and consider how to address these.

Autism West Midland factsheet on play

Sensory audit tool

Audio of John Simpson talking re sensory issues

AET early years autism standard 21

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Enabling environments

N\A

NY

D

Dev

Est

21You organise the setting with clearly defined spaces/areas for personal equipment and with quiet places of safety for children with autism.

Low arousal factsheet (Bell, 2013)

AET early years autism standard 26

22You ensure that activities are well organised, structured and planned, and that, where possible, advance warning is given of any changes to familiar routines in a way that is meaningful to the child with autism.

GAP paper by Johnston and Hatton on the effects of change

Group working: clear roles

Visual supports

Change symbols from the AET tools for teachersAET early years autism standard 15

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Enabling environments

N\A

NY

D

Dev

Est

23 You combine different methods to communicate with the child to make your message clear (e.g objects, photo, spoken, gesture) and teach the child to use appropriate means to initiate communication.

Adding meaning to communication – Norwegian clip from EY IDP videoOther ways of speaking

Objects of reference devised by Coventry LA

Swimming toolkit

Portable communication aids from AET Tools for teachersAET early years autism standard 23

24 You provide individualised, visual supports to ensure that the sequence of activities during the day is understandable and predictable (e.g objects, photos, pictures, words).

First/Then Resource from the AET tools for teachersWhole day timetables and schedules from the AET tools for teachersStructure leisure times: Playtime activity schedule from the AET tools for teachersPhotos of activity symbols

AET early years autism standard 24

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Enabling environments

N\A

NY

D

Dev

Est

25 You work hard to ensure that you are consistent in your use of language for everyday events and objects (snack; drink; play; story). You aim to ensure that children are not confused by the spoken and written language used or by illustrations. You share communication strategies with parents and carers so language and systems at home and the early years setting are similar.

Clown worksheet

Phrases that may confuse

Confusing world of wordsMisunderstood AET early years autism standard 25

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Enabling environments

N\A

NY

D

Dev

Est

26You adjust your communication by speaking clearly, slowly and calmly, giving the child enough time to process and respond to your instructions.

McAteer paper on adult style

Interpersonal supports checklist

Principles of adult communicative style

AET early years autism standard 6

27You support children with autism to select activities both inside and outdoors, taking their interests and social preferences into account.

Views of autistic adult on being misunderstood

Autistic lens Gina Davies Autism Centre – videos available to purchase on on understanding behaviour: www.ginadavies.co.uk

AET early years autism standard 19

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“ If we consider the work we undertake with children with autism, we observe and assess their strengths, likes and dislikes and use this information to inform our planning and interventions. This is not different practice for children with special needs but positive and effective practice for all children.

Wall, K. (2004) Autism and Early Years Practice: A Guide for Early Years Professionals, Teachers and Parents. London: Chapman, P. 19.

”

Learning and development

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Learning and development

N\A

State R

eason

Not yet D

eveloped

Develop

ing

Established

HML

D= DocumentO = ObservedV = Verbal report

28 You have a good sense of your own knowledge and understanding of autism and seek out ways as to how you might enhance this.

AET early years autism standards

Early years autism IDP

Get into teaching - DofE

Autism Self-evaluation formSelf evaluation checklist from the IDP primary

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Learning and development

N\A

NY

D

Dev

Est

29 You keep accurate and updated records on the child’s progress based on observations of the child, parents’ views, and information from other professionals and offer parents a central role in the development of the targeted plan.

IEP 1

IEP 2

EYFS Profile Sheet

Examples of targeted plans

EYFS Developmental journalAET early years autism standard 13

30 You understand that a key aim is to promote the child’s independence and their inclusion with peers, where appropriate.

Children and Families Act (2014)Blatchford report on support from teaching assistants

AET early years autism standard 15

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Learning and development

N\A

NY

D

Dev

Est

31 You understand that children with autism will often play in different ways to other children and you teach them how to engage with others gradually and help other children to engage with them.

Autism West Midland factsheet on play

Scottish Autism factsheetLego therapy paper by Miranda Andras

AET early years autism standards 1 and 8

32 You design play activities to promote each child’s development and emotional well-being based on your knowledge of their strengths, interests and challenges in the areas of social and emotional understanding; communication and language; information processing and sensory perception.

Wiltshire Early Years SENCo Toolbox for autism

Early Years Sensory Resource

Autism West Midland factsheet on play

Scottish Autism factsheet

AET early years autism standard 33

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Learning and development

N\A

NY

D

Dev

Est

33You understand that group activities such as sharing news or story time can be very difficult for a child with autism and take steps to support the child at these times.

Lego therapy paper by Miranda Andras

AET early years autism standards 8 and 27

34You know that children with autism often have greater issues with eating, drinking, dressing and toileting skills than same age peers and you develop and share strategies together with parents and carers.

See Promocon website on toiletingDr. Gillian Harris Selective EatingGina Davies Autism Centre – videos available to purchase on on understanding behaviour: www.ginadavies.co.ukAutism and eatingAutism and toiletingAutism and sleepingJigs from the AET tools for teachers

AET early years autism standard 31

www.autismeducationtrust.org.uk 35

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Competency Examples of practice within settings Next steps/ priority rating

If N/A please give the reason why

Learning and development

N\A

NY

D

Dev

Est

35You understand that children with autism can become very stressed and anxious, often by social and sensory demands and you take steps to reduce or prevent this.

Emotional well-being booklet

Early Years Sensory Resource

AET early years autism standard 8

36You carefully prepare children with autism for transitions (e.g. between activities, groups, areas).

AET early years autism standard 30

37You create a detailed profile of the child’s skills, strengths and key areas of need to pass on to the next setting and prepares the child and parents (e.g visits; photos; staff exchange; parent discussions)

AET transition toolkit Moving classTransition booklet

AET early years autism standard 30

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Resources for the competency framework listed in numerical order as they appear in the competency framework document

Competency Resource Description

1 1 4 key areas of difference Four areas of difference in autism

2 1 Observation Early Years checklist (Cumine, Stevenson and Leach) Cumine leach and stevenson early years observaton checklist

3 1 AET Teachers Guide Teachers guide from the AET

4 1

4

Views of autistic adults on assessment This gives the views of autistic adults on the areas which should be assessed in autism and how this might be done.

5 2 www.attentionautism.com Has ideas on how to gain and maintain attention and videos to buy on how to play, how to understand behaviour and on sleeping and toileting.

6 2 Reactickles website

N.

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7 2 Phoebe Caldwell, see films Has video clips explaining intensive interaction and showing Phoebe using this in different settings

8 2 Make a deal - two photos and notes from AET tools for teachers Photos show how staff can make a deal with a child by linking the completion of tasks to time on his favourite activity

9 2 Ipads for autism

10 2 Thomas the tank painting How staff encouraged a child to enter the nursery and attend the sessions

11 2 Ty and the spaceships video From the IDP EY

How staff motivated a child and engaged other children in his play

12 3 Profile of a girl

13 3 Profile of a boy

14 3 Likes and dislikes

15 4

9

27

Autistic lens Understanding the actions of children on the autism spectrum written by Damian Milton

16 4

7

Sensory Profile A checklist for staff and parents to use to consider the sensory issues that children may have.

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17 4

7

Leicestershire sensory processing resource pack for early years (Leics CC)

A resource for staff in the Early Years created by Leicestershire County Council. Rutland County Council and Leicestershire Partnership NHS Trust. This is designed to identify children who have sensory processing issues and suggests ways in which these can be addressed.

18 4 Recording the session

19 5 Insights as an adult with autism This paper by Ros Blackburn, an able adult with autism, gives her views on how autism affects her

20 5 Legal guidelines from DofE

21 5 Fact sheet on physical intervention

22 6

11

Universally speaking Produced by the Communication Trust, this describes the development of speech and language in typical children

23 6

23

Objects of reference devised by Coventry LA A list of objects and what they might represent to facilitate communication with children produced by speech and language therapists in Coventry.

24 6

23

Other ways of speaking Produced by the Communication Trust, this describes alternative ways to communicate with others.

25 6

25

Misunderstood PDF from communication trust A document describing the reasons why children may have problems using language and communication.

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26 6 Means, reasons and opportunities Money and Thurman diagram showing the aspects of communication we need to pay attention to.

27 7 Sensory Issues in autism (East Sussex County Council)

28 7 Sensory Processing (Centre for Autism)

29 8 Debbie Waters video talking about her son Joe as a baby – on Early Years IDP.

A mother describes the behaviour of her baby son with autism.

30 8 Choosing an approach – Questions to consider

31 8

31

33

Lego therapy paper by Miranda Andras This is a paper describing Lego therapy being used in a primary school to encourage children to play together

32 9 A is for Autism video

33 9 Talking mats

34 9 The Child’s voice – all about me

35 9 I want to choose too A document devised by a team at Bristol City to enable children without speech to express their choices.

36 9 Autistic view resource bank

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37 10

15

Harry’s passport An example of a passport or profile for a child with autism and learning difficulties that staff and parents can create together to give key information on strengths, needs, likes and dislikes in order to understand the child and create effective learning opportunities.

38 10 AET Person-Centred Planning

39 10

15

Child Profile

40 11 NICE guidance on autism, ADHD, epilepsy and OCD References to links to NICE on ADHD, autism, epilepsy and OCD

41 11 Gascoigne paper on meeting the needs of children with SLCN in integrated services

A paper by Marie Gascoigne for the Royal College of Speech and Language Therapists which sets out the needs of children with speech, language and communication difficulties and how services should work together

42 11 Hodge and Chantler paper

43 11 ican

44 12 Structured conversations with parents (Achievement for All) PDF A handbook produced by the Department of Children Schools and Families which sets out guidance for school staff on how to structure conversations with parents and carers.

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45 12 Jackie’s story This is an account by the mother of a three year old girl who has enjoyed very good relationships with the nursery and is now employed to support other parents of children with SEND.

46 12 AET Parents/Carers Standards in Education Parents responses to a survey on what they felt was important in EY settings

47 12 How helping works A document which sets out the key principles for professionals to effectively engage and consult with parents and carers.

48 13 National Autism Plan for Children The National Autism Plan for Children sets out best practice in relation to the identification, assessment and diagnosis of autism.

49 13 SIGN Document 98 on the identification of autism The SIGN document sets out best practice in relation to the identification, assessment and diagnosis of autism in Scotland.

50 13 NICE Guidance on diagnosis of autism

51 14 AET good practice report

52 14 Working together to safeguard children

53 14 Practitioner views on what makes a good EY setting Responses to a survey of EY practitioners showing what they feel makes a good EY setting.

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54 14 Peeters and Jordan paper on what makes a good practitioner A paper by Theo Peeters and Rita Jordan on what makes a good practitioner in the field of autism

55 15

26

McAteer paper on adult style This paper by Mary McAteer and Melanie Wilkinson considers the effect of adult style when working with children with autism at an all age special school.

56 15 Working with charts from the AET tools for teachers

57 15

26

Principles of adult communicative style Paper which considers adult style across interventions in autism by Lila Kossyvaki

58 16 Website for health professionals on autism Website on autism for health professionals

59 16 Mapit

60 16 EHC factsheet

61 16 Example EHC plan 1

62 16 Example EHC plan 2

63 17 Early years IDP Free to download self study materials on supporting children with autism in the early years.

64 17 AET programme

65 17 Planning your learning

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66 17 Recording your learning

67 17

28

Self evaluation checklist from the IDP primary

68 18 Disability Discrimination Act (2010)

69 18 Differentiation - principles and practicalities

70 19

31

32

Scottish Autism factsheet

71 19

20

31

32

Autism West Midland factsheet on play

72 20 Sensory audit tool

73 20 Audio of John Simpson talking re sensory issues John, a young autistic adult, describes some of the sensory challenges he faced at school.

74 21 Low arousal factsheet (Bell, 2013)

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75 22 GAP paper by Johnston and Hatton on the effects of change An adult with autism, Paula Johnston, explains the great difficulties she has in coping with change in her everyday life

76 22 Group working: clear roles Ideas on how to give each member of a team a clear task to do in group work devised by Rachael Cooper.

77 22 Visual supports

78 22 Change symbols from the AET tools for teachers

79 23 Adding meaning to communication – Norwegian clip from EY IDP video

A video clip of a person speaking Norwegian and then adding gesture, drawings and words to clarify and add meaning.

80 23 Swimming toolkit A toolkit produced by Julie Earl, to support children with autism during swimming lessons

81 24 Portable communication aids from AET Tools for teachers Illustration of how the symbols a child might require can be made portable.

82 24 First/Then Resource from the AET tools for teachers

83 24 Whole day timetables and schedules from the AET tools for teachers

84 24 Structure leisure times: Playtime activity schedule from the AET tools for teachers

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85 24 Photos of activity symbols Staff have produced cards which who a picture or symbol of the activity with the written word and the child matches the card to the symbol placed at the activity.

86 25 Clown worksheet An illustrated Maths worksheet used by Peter Vermeulen to demonstrate how drawings and words might confuse children with autism.

87 25 Phrases that may confuse Phrases which adults might use which children with autism can take literally and become upset or confused.

88 25 Confusing world of words This document, written by Rachael Cooper, highlights the phrases which staff often use which have the potential to confuse children with autism

89 26 Interpersonal supports checklist

90 27 Views of autistic adult on being misunderstood Dean Beadle, a young adult on the autism spectrum, describes how some staff in his primary school misunderstood him.

91 27

34

Gina Davies Autism Centre – videos available to purchase on on understanding behaviour: www.ginadavies.co.uk

92 28 AET early years autsim standards

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93 28 Get into teaching - DofE For information on training materials and programmes for teaching staff

94 28 Autism Self-evaluation form

95 29 IEP 1

96 29 IEP 2

97 29 EYFS Profile Sheet

98 29 Examples of targeted plans

99 29 EYFS Developmental journal

100 30 Children and Families Act (2014)

101 30 Blatchford report on support from teaching assistants Report on research by Peter Blatchford and colleagues into the deployment and impact of support staff for children with SEN in primary, secondary and special schools

102 32 Wiltshire Early Years SENCo Toolbox for autism A toolbox of strategies for use with children with autism in the Early Years developed by Wiltshire County Council.

103 32 Early Years Sensory Resource

104 34 See Promocon website on toileting A PDF of a powerpoint presentation giving advice on toilet training in young children

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105 34 Dr. Gillian Harris Selective Eating A PDF of a powerpoint on the reasons why children may have limited or unusual diets and strategies which may help.

106 34 Autism and eating

107 34 Autism and toileting

108 34 Autism and sleeping

109 34 Jigs from the AET tools for teachers

110 35 Emotional well-being booklet A document with strategies on supporting the emotional well-being of children with autism

111 37 AET transition toolkit A guide to support children with autism with transitions between activities, classes and schools

112 37 Moving class A booklet for KS1 and 2 children to complete when changing class at primary school developed by Rachael Cooper in Oxfordshire

113 37 Transition booklet

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CompetencyCompetency

numbers with highest

priority

Next steps Time scale

A unique child

Positive relationships

Enabling environments

Learning & development

Next Steps Action Plan O.

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References and further suggested readingP.

Useful references

http://teacch.com/about-us/what-is-teacch

http://www.pecs.co.uk

http://www.phoebecaldwell.co.uk/

graycenter

Useful websites

www.researchautism.net

Provides information on the evidence of different interventions in autism

www.autismeducationtrust.org.uk

www.ambitiousaboutautism.org.uk

www.autism.org.uk

www.thecommunicationstrust.org.uk

Provides support, information and materials on how to support children with speech, language and communication difficulties.

www.early-education.org.uk

www.foundationyears.org.uk

www.nasen.org.uk

www.asdinclusion.info

www.talkingmats.org.uk

www.communicationmatters.org.uk

www.thedyslexia-spldtrust.org.uk

www.thecommunicationtrust.org.uk

www.csie.org.uk Index for inclusion

www.leics.gov.uk

www.northants.gov.uk

www.bild.org.uk

Website for BILD (British Institute for Learning Disabilities) Resources on children and adults with learning disabilities

www.education.gov.uk

www.dfe.gov.uk

www.nes.scot.nhs.uk/asd

Website with information on autism for health professionals

www.sexualhealthshefffield.nhs.uk

www.afa3as.org.uk

www.dotolearn.com

Several resources for children and staff

www.tda.gov.uk

www.acer.bham.ac.uk

Autism Centre for Education and Research

www.crae.ioe.ac.uk

Centre for Research on Autism and Education

The programme has been developed by Genium for the AET with members from the Autism Centre for Education and Research (ACER) at University of Birmingham, Birmingham City Council Communication and autism team and Puzzle Centre in consultation with a range of partners. The development team include Project manager: Martin Kerem, Core authors: Dr Glenys Jones,

Damian Milton and Ryan Bradley. Consultant authors: Dr Karen Guldberg, Andrea MacLeod, George Thomas, PamSimpson and Alex Stanyer Advisor: Ann Wiseman, Creative Director: Shimon Speigel, Designers: Jonny Kelly, Ciana Perry, Photography: Denise Sheratt, Matt Shaw.

acer Autism Centre forEducation and Research

early years programme

To find out more please contact:AET, c/o National Autistic Society, 393 City Road, London EC1V 1NG, UK

geniumwww.geniumcreative.com

early years autismcompetency framework