A.S.D

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A.S.D

• Adapting the curriculum
• Michelle Young

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All about me.

• Qualified in 1991
• 370 NOR one site 3 buildings
• Head of Foundation Phase
• Leader of Literacy
• Year 1 teacher

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All About You .

• Share your background with colleagues
• Time for a chat.Brain break!!!

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HELP!!!!

• No formal ASD training.
• Two children in Foundation phase with diagnosis
• Returned from Maternity leave 2006 to discover
• I am going to teach child with P.D.D??
  What do I do?
• I am mainstream teacher in mainstream school
• I need help. ANCo on Maternity leave

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Autism Cymru

• Attended training school based research project
  with NNEB
• (Head forgot to mention homework when asked to
  attend course)
• Inspirational, humbling and even a little guilt .

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Magic Wand .
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Where are we?

• ASD meeting scheduled -audit of staff
• Are we ASD friendly school?
• Shocked to discover didnt know what A.S.D was
  even though there are 3 pupils with diagnosis
• Do we know who they are?
• Undiagnosed but displaying autistic tendencies ?
• Applied for GTCW funding to begin to compile
  resource bank and offer support to staff.

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Questionnaire

• Knowledge of ASDs determines response rather than
  responding as we would to neurotypical children.
• 75 working toward well developed practice. Can
  we name the children? Aware of them in
  assembly/yard etc.
• Staff acknowledge importance of play
• 95 positive-How? What opportunities do we
  provide? KS2?
• Staff have considered how to reduce stress for
  staff and children
• 90 working toward well developed practice What
  do we do?

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Where do we need to go?

• Raising Awareness departmental
• Identification
• Inclusion
• Curriculum
• Resource implications

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How are we going to get there?

• Collectivelynot just the classteacher!
• Review current practices
• Staff meetings
• Sharing good practice

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• Get to know your child
• Likes, dislikes, special interests, personal
  issues
• Planning a pupil with an asd is able to
  participate in majority of activities, it is
  careful consideration that is needed to make the
  activity a success.
• Not all strategies are necessary or appropriate
  for all asd children.

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Case Studies

• School Sports day is fast approaching. Thomas
  hates it. What could we do to help him to cope..
• Possible remedies..
• Social stories, prepare with support staff,
  practice run of races with a small group.
• Visit the venue
• Consider type of race

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Case Studies

• Discuss scenarios with group
• Issues?
• Why are there triggers?
• Sensory issues?
• Possible remedies/solutions.

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Case Studies

• Owain becomes very agitated and disruptive during
  gym sessions.
• Difficulty with instructions and movement.
• Directional issues finds it confusing with
  movement and noise information overload.
• Focus is auditory need for visual references.

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Gymnastics

• PE mats
• Using the mats gives visual clue and personal
  space

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Whole School Issues
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Assembly

• Whole school Awards R Y6
• Planning songs, noise
• Be mindful of the questions you ask you may get
  an answer!!!
• Preparing for any visitors/speakers
• Close to pupil , security for them. They are able
  to ask discretely if they are unsure or upset.

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Playtime

• Areas
• Designated a quiet area
• Explained where to go if what to do if.
• Social stories use to explain why other
  children react
• Playground peacemakers/Buddy System
• Lining up
• Rotation of leaders
• Give a job to do playground equipment
• Is it always necessary dismiss group at a time

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Visitors

• Often cause an upset as it meant a change in
  routine.
• Weekly calendar displayed
• Surprise card in visual timetable and social
  stories in circle time
• Where possible inform parents and allow time to
  explain who/what/why.
• Supply teachers- where possible we aim to use the
  same supply teachers to avoid unnecessary upset.

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Whole school initiatives

• Brain breaks
• Caused difficulty focus became the break and
  found it very difficult to return to the task in
  hand
• Talk Project
• careful consideration needed as it was a noisy
  activity which affected concentration.
• Phased in gradually
• Group and paired work.
• Uniform posters throughout the school to remind
  of activities.

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Building Learning Power

• Vehicle for learning pupils encouraged to
  develop learning capacities which will enable
  them to become confident, capable creative
  learners.
• Children love the terminology the four Rs
  Resilience, Resourcefulness, Reciprocity,
  Reflectiveness
• Assisted them with learning to learn
• Helped children empathise we all like to learn
  BUT in different ways
• Management of distractions
• Taught skills-perseverance,teambuilding,questionin
  g,collaboration,noticing.
• Prof. Guy Claxton

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Language Links Screening

• Early identification at Nursery/Reception
• Used across LEA will enable teachers to monitor
  language development and processing.
• Smart Moves
• Enable gross motor development. DCD. Provide a
  programme of support for co-ordination
  difficulties.

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ELKLAN SULP

• SULP
• Social Use of language
• Devised to assist children with development of
  pragmatic awareness
• Small group 10 week block

• Elklan
• Whole school training to be undertaken 2008
• Assist with communication difficulties and
  provide practical strategies to support ASD
  pupil.

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S.E.A.L.

• Use Social Emotional Aspects of Learning (dfes)
• Excellent resource to develop self esteem.
  Address issues home/school
• Use picture stimulus to discuss what we think is
  going on

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Kerbcraft Intiative

• LEA funded
• Small groups to raise awareness of road safety in
  our town
• Had role play sessions to practice crossing road,
  looking for safe places to cross.
• In class discussion then transferred knowledge to
  the actual road/crossing etc

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Review classroom practice

• Physical environment
• Educational visits
• Activities, resources
• Classroom organisation
• Everyone happy!!!!

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What can I do?

• Be sensitive to communication/understanding
• Picture Exchange Communication System.
• Treatment and Education of Autistic and
  Communications handicapped CHildren
• Involve parents, support staff, lunchtime staff

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Sensory Issues

• As part of K.U.W we looked at materials. Owain
  was able to develop his vocabulary and address
  sensory/tactile issues with a group display
  project with ancillary support.

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Classroom Resources

• Activity mats to assist with recall of facts,
  common spelling, topic vocabulary.
• Utilise traffic light system to allow children to
  indicate how they are coping/understanding the
  task.
• Emotion fans task may not be the problem it may
  be the environment causing distress too
  hot/cold/noisy/light.
• As many visual/practical resources for all
  subjects.
• Majority of strategies used and resources are
  beneficial to all pupils.

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Materials Word Mat
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Social sentences/stories

• A useful tool which can be adapted to fit any
  situation.
• Gradually building a central bank of resources.
  This will enable all staff to draw upon a story
  and personalise it.
• They are used also during circle time sessions

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Excuse me

• _____________ talks to a lot of people.
• Sometimes when _____is talking to other people I
  want to talk too.
• I can say Excuse me! to see if __________ can
  talk to me.
• Sometimes __________ will answer me right away.
• Other times _________is talking about something
  very important
• When she is talking about something important she
  cannot answer me right away.
• If I say Excuse me and ________ doesnt answer,
  I can wait until she has finished talking.
• This will make _________very happy.
• In Year ___ we are polite and wait until people
  are finished talking.
• I am going to try to be very polite

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Personal Space

• When I talk to people I need to give them their
  space
• and stay away from their faces.
• When people come too close it makes other people
  uncomfortable.
• Everybody needs space.
• When I make people uncomfortable, they want to
  get away from me.
• When I give people enough space, I get to play
  with and talk to people, I make friends and have
  fun.

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Asking others to Play

• There are a lot of children to play with.
• We can play games and we can play outside.
• Sometimes I want another child to play with me.
• This can be a lot of fun.
• Sometimes I ask others to play with me.
• I say Do you want to _______?
• Sometimes they say yes! This makes me very happy!
  
• Sometimes they say no. This makes me sad.
• But other kids dont always want to play what I
  want to play.
• This is okay.
• If another child says no, I can ask them what
  they want to play.
• If they dont want to play at all I can play by
  myself.
• This is okay.
• I can have lots of fun playing by myself too!

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Role Play _at_ Foundation Phase

• Offer first hand experiences where possible
• Original props old phones/cooking equipment
• Not essential to wear clothes!! Tactile issues.
• Use role play dvd to give real life experiences
  and to use to prepare for a visit to
  garage/dentist/doctor
• (useful for parents too)

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P.E.
P.E is the only subject that expects students to
undress and this can be a concern to some, both
emotionally and physically. Be sensitive to
this and also maintain supervision during
changing to ensure that pupils welfare is
maintained. Use a set of words and
instructions, laminate them onto card and use
them in P.E, e.g. under, over, stop, change, etc.
Use double-sided sticky Velcro on the strip and
word, so it is reusable. This helps autistic
children who may not want to not want
communicate orally with you however bright they
are.
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• P.E.S.S.
• Physical Education and School Sport
• Useful resources to support teaching of
  gymnastics.
• ASD friendly
• Clear examples, reinforces key vocabulary
• DVD clip of activity demonstration
• KS1 KS3

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Frog Hopping
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Scorpion
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Visual Prompts for Gymnastics
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Assessment
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Mind Maps Concept maps
Mind maps give pupil opportunity to visibly map
their thinking. Provides a concrete visual
framework. Also enables teacher to see how well
learner has understood topic. Concept maps can
be used to generate ideas, communicate complex
ideas, aid learning, assess understanding or
diagnose misunderstanding.
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Traffic Light System to aid self assessment.
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• Home/school diary
• Positive I can, I am trying, I am working
  toward.
• We Are Learning To
• What Im Looking For

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• Always
• Unique
• Totally
• Interesting
• Sometimes
• Mysterious

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Parental Support

• Try to foster a positive home/school relationship
• Working together
• Consistency
• Support

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• Ten Things Every Autistic Child Wishes You Knew
• I am first and foremost a child.
• My sensory perceptions are disordered
• Please remember to distinguish between wont (I
  choose not to) and cant (I am not able to).
• I am a concrete thinker.
• Please be patient with my limited vocabulary.
• Because language is so difficult for me, I am
  very visually oriented.

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Try to identify what triggers my meltdowns.
7.
8. Please focus and build on what I can do
rather than what I cant do.
9. Please help me with social interactions.
10. If you are a family member, please love me
unconditionally.
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Thank you Owain
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Useful websites

• www.communication4all.co.uk
• www.widgit.com
• www.sparklebox.co.uk
• www.nas.org
• http//trainland.com/pecs.htm
• www.buildinglearningpower.co.uk
• www.logo.com

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Nadolig LlawenMerry Christmas