autism handbook for the grove - amazon web services · 2019-08-07 · the grove: autism handbook...

AutismHandbook

2

TheGrove:AutismHandbookApril2018

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

3

TheGrove:AutismHandbookApril2018

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

4

TheGrove:AutismHandbookApril2018

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

5

TheGrove:AutismHandbookApril2018

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,

6

TheGrove:AutismHandbookApril2018

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.

7

TheGrove:AutismHandbookApril2018

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.

8

TheGrove:AutismHandbookApril2018

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

9

TheGrove:AutismHandbookApril2018

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

10

TheGrove:AutismHandbookApril2018

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

11

TheGrove:AutismHandbookApril2018

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

12

TheGrove:AutismHandbookApril2018

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

13

TheGrove:AutismHandbookApril2018

● 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

14

TheGrove:AutismHandbookApril2018

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

15

TheGrove:AutismHandbookApril2018

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

16

TheGrove:AutismHandbookApril2018

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.

17

TheGrove:AutismHandbookApril2018

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.

18

TheGrove:AutismHandbookApril2018

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.

19

TheGrove:AutismHandbookApril2018

● 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

20

TheGrove:AutismHandbookApril2018

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

21

TheGrove:AutismHandbookApril2018

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

22

TheGrove:AutismHandbookApril2018

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

23

TheGrove:AutismHandbookApril2018

● 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.

24

TheGrove:AutismHandbookApril2018

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)

25

TheGrove:AutismHandbookApril2018

● 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

26

TheGrove:AutismHandbookApril2018

● 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

27

TheGrove:AutismHandbookApril2018

● 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

28

TheGrove:AutismHandbookApril2018

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.

29

TheGrove:AutismHandbookApril2018

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.

30

TheGrove:AutismHandbookApril2018

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.