Autistic Spectrum Projectin an urban school cluster

Presented by Raewyn Higginson ASD Advisory teacher (2009-2010)

Margaret Chatfield

Today

Project OutlineThe beginningMidwayOutcomesSuccess, barriers and sustainability

The beginningRTLB:

Identified a need in the cluster and initiated the project

Application for funding thru EPF (MoE)Formation of the ASD cluster – Management

committeeAppointment of consultant – Pro. Jeff Sigafoos (VU)

Employment of the ASD advisory teacherFinalised outcomes and overall programme plan (in

consultation with RTLB and management).Instigated pre data collectionDeveloped and ran the professional development

plan

Project OutlineTwo year project funded through MoE.Included nine schools – six primary, two

intermediate and one college.Eligibility of child: Years 1-10, formal

assessment, not ORRS or SLS funded.Outcomes were evidence-based (through

initial and on-going data collection).Multi-layered information sharing process

Whole cluster meetingsIndividual school staff meetingsMentoring of teachers

Projected Programme Outcomes To improve educational outcomes for students with

ASD by improving identification and using appropriate and adapted learning strategies.

To improve teacher practice and capabilities to adapt programmes to cater for the needs of all students with ASD.

School systems will be better able to cater for the needs of all students with ASD, potentially freeing up Special Education Grant and other resources for other children.

Transitions between classes and schools will be established for students with ASD.

Networks of support between schools are established.

Needs AnalysisPre Project Data Collection

Inclusion Contact Knowledge Triad Sensory Issues

Strategies1

1.5

2

2.5

3

3.5

4

4.5

5

Averages of ASD survey results

Itinerant TeachersSchool LeadershipTeachersOthers

Likkert Rating Averages

Staff Meetings2009CompulsoryIntroduction to the Project and ASDTransition and Change2010 Were voluntary : SMT chose from:Classroom ManagementCurriculum AdaptationChallenging BehaviourSocialisation and Bullying

Teacher MentoringWas voluntary – approx. 50%+ asked for assistance.Could involve:Observations in the classroomFeedback / feed forward, scaffolding on what the teacher

already knew.Sourcing or making resources (e.g. visual schedules , social

stories).Liaison with parents.Facilitation of /or contributions at IEP meetings.Referrals to appropriate agencies (e.g. MoE SE, Tautoko

Services, CAMHs)Assistive Technologies applications (for laptops and software).Mediator role – between home and school / student’s needs

and teacher perception.Up skilling individual students on specific negotiated skills.

Other Professional Development One cluster meeting for all project

schools and invited others from the area (n=162 attendees). An invited Paediatrician and Psychologist discussed their occupations and perspective on ASD.

SENCO meetings to address concerns and establish next steps.

Teacher Aide professional development / training

Parent meeting in Term 4Two ‘TIPS for Autism’ courses

Midway - BouquetsParents responses were positiveTeachers were

Increasingly including the students in the classrooms.

Able to monitor and reflect the academic progress of the students through IEPs.

Confidence growth in teaching children with ASD.ASD project asked to provide professional

development for the police around ASD.Positive feedback from teacher aides at their

professional development.Less referrals to RTLB for assistance with ASD

students from project schools.

Midway - Brickbats Project involvement was not compulsory for teachers.Teacher resistance to ?Two schools had not informed the staff of

the project and requirements.Changes in Senior Management / SENCOs.Introduction of National Standards’ focus.Schools not scheduling all the staff

meetings.

Programme Outcomes reminder To improve educational outcomes for students with

ASD by improving identification and using appropriate and adapted learning strategies.

To improved teacher practice and capabilities to adapt programmes to cater for the needs of all students with ASD.

School systems will be better able to cater for the needs of all students with ASD, potentially freeing up Special Education Grant and other resources for other children.

Transitions between classes and schools will be established for students with ASD.

Networks of support between schools are established.

Educational outcomes for students with ASD have improved with better identification, and use of appropriate and adapted learning strategies. Specifically:Increased teacher awareness and

understanding;Children are generally happier to attend

school;Parents less anxious and more resilient;Significant increase in the use of ASD

inclusive strategies.

Most teachers recognised a need to change their practice and adapt programmes.

Inclusion Knowledge Triad Sensory Issues Strategies Added value0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Teacher Responses

20092010

Most project schools have the ability to cater for the needs of students with ASD without using additional resourcesSpecifically:All project schools now have the ASD

resource kitSENCOs who took an active part in the

project have the ASD knowledge to share or know where to find the information.

The non project schools RTLB referral of students with ASD remained constant, however the project schools RTLB referral rate decreased by 37%.

Timely transitions between classes and schools have been established.

SENCO are now more aware of the necessity to share information and give the child opportunities to visit their new school / class.

Teachers and SENCO were doing this under their own initiative by Terms 3, 2010

Networks of support between schools are established.

The ASD project built upon already existing networks however the schools will need external support (through RTLB? MoE SE? other?) for these to continue.

SuccessesMany teachers engaged and were willing to

try new things.Students with ASD were more engaged in

regular classrooms.Parents less anxious and more able to

advocate for their child.IEPs were more solution focused on the

child’s needs.Improved transitions between schools and

classrooms

Increased use of inclusive ASD strategies in classrooms.

Better understanding of ASD behaviours – children with ASD no longer labelled as ‘naughty’

Reduced confusion of ASD with other conditions.

Establishment of a Parent ASD support group in this urban area

Spin off professional development for the area’s police in ASD characteristics and the Justice system.

BarriersInternal issuesTeacher resistance to guidance and adviceNon participation in staff meetings.Lack of senior management engagement

in a couple of schoolsExternal IssuesDifficulties getting diagnosis from the

health system (now a 12 month wait)Time – the ASD project needed another

year to embed the new learning. Implementation of National Standards

Finally …Report with findings and recommendations

was sent to project schools, MoE and Autism NZ.

Parents are more informed and have expectations of schools to provide inclusive programmes.

Individual teachers will pass on the strategies and knowledge to others – osmosis effect.

Less referrals to RTLBs and MoE SE from project schools.

QuestionsComments Concerns