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       FOR ASDs
    No not more paperwork!
           Why ASDs?

ASDs is often referred to as the „hidden
disability‟. Like every other disability,
careful thought and consideration needs to
be given to services provided for
individuals on the spectrum.
Why is Self-Evaluation
Self- evaluation helps schools to look
  at their evidence base for a set of
targets in order to improve provision
Pupils with ASDs- what should you
   consider in any evaluation?
• Is there someone in school/service with
  experience of and responsibility for ASDs?
• Are all staff aware of the educational
  implications of the Triad of Impairment i.e
  how much awareness raising/CPD has
  taken place?
• Are timetables and activities differentiated
  to meet the needs of pupils with ASDs
       ASDs issues continued
• Does the school provide opportunities for skills
  to be generalised from one setting to another?
• Has anyone examined the setting in relation to
  sensory issues?
• What information/support do you offer parents?
• What are your lines of communication with other
  agencies/people involved with pupils?
      ASDs issues continued
• Are there opportunities to share
  information with other schools/services?
• Are staff aware of the impact of the Triad
  and sensory issues on behaviour? Is this
  information included in a policy?
• Are strategies in place to warn about
  possible changes in routines/activities?
• Are pupils given the opportunity to follow
  or discuss a „special interest‟?
      ASDs issues continued
• Does the school provide opportunities for
  pupils to develop their social skills as part
  of the curriculum?
• Are information booklets on ASDs
  available for new staff and visitors ?
• Are alternatives on offer at break and
  lunch times to avoid stress overload and
  possible bullying?
   Every School is Different!
It is important to emphasise to schools that
the audit is there to help not hinder. Each
will be at a different starting point and
have different experience and knowledge
of ASDs.
The following slides show that targets
need to be SMART.
       Priorities for School 1
• Continue to modify the school environment
  to take account of sensory issues
• Staff will share information on ASDs in a
  formal way when they attend a training
• There will be an up to date bank of
  resources on ASDs
• The school will develop a specific policy
       Priorities for School 2
• To develop a policy document with outside
  agencies and the voluntary sector
• Pupils with ASDs will be more involved in
  decision making
• Time will be allocated to follow a special
• A section of the library will be used as a
  „safe haven‟
        Priorities for School 3
• To develop a policy document with outside
• To have a whole school training day on ASDs
• To create a resource bank of materials
• To put posters up in strategic placesin school
  explaining how everyone can help pupils with
• To examine noise levels in the environment
• To consider arrangements at break and lunch
          Priorities for School 4
• Introduce a buddy system at break and lunch times
• Create a bank of „relaxing‟ resources for pupils with
• Use more visual cues throughout the school- visual
  timetables for everyone!
• Place pupils with ASDs in position of responsibility e.g. a
  monitor during transition times to alleviate stress
• SENCo to visit other schools in the authority to examine
  best practice
School Access Plan and Disability
         Equality Duty

Evidence from the Self-Evaluation Tool
can be used to inform the School‟s Access
and Inclusion Plan and provide evidence
that duties are being met under the
Disability Equality Duty (2006)
        School Environment
• Is there access to a quiet area at break
  and lunch times away from the main hub
  of activity?
• Have you considered heating, lighting,
  noise levels in and around school?
• Is there a „safe haven‟ indoors?
• What safety and security does the
  environment offer?
        School Environment
• Are resources/materials durable and how
  is seating and furniture arranged ?
• How are classrooms/corridors decorated-
  are they over stimulating?
• Are signs and visual cues in place to help
  pupils move around school and from
  activity to activity with ease?
• What issues need addressing in the hall at
  dinner times and Assembly?
 Curriculum- Points to Consider
• Language and Communication
• Audits of timetables to ascertain
  times/subjects that are likely to cause
• Use of visual timetables and other clues to
  assist learning e.g. colour coded books,
  use of picture symbols
 Curriculum-Points to Consider
• Opportunities are provided to follow a special
• There is access to a safe haven during times of
  stress- the opportunity to indicate when stress
  levels at all time high.
• Arrangements at break and lunch times to relax
  or follow an interest
• The use of sensory experiences to understand
  different times and cultures
• There are opportunities to generalize skills
  across subjects and in different settings
 Information- Points to Consider
• Information given to pupils especially pre
  transition is clearly written, unambiguous
  and visual
• Information for reviews is written in friendly
  format and is jargon free
• Parents have information about the
  school‟s provision for pupils with ASDs
  and a list of relevant support groups and
Information- Points to Consider
• Production of accessible leaflets for
  parents and pupils about the school‟s
  arrangements/timetable for that year group
• There is a resource bank of materials on
  ASD for staff
• Information on ASDs is available to new
  staff and visitors to the school
• Awareness raising takes place in a
  number of ways
    Disability Equality Duty
Examine your school‟s plan. Are the needs
of pupils with ASDs addressed under the
Remember ASDs is a disability and so the
school has a legal obligation to consider
and meet the needs of pupils with ASDs.
 Workshop Activity (in 2s or 3s)
• Is there someone in your setting with
  responsibility for individuals with ASDs?
• What support/information do you give to
  parents/carers during and following a
• What ASD specific strategies are in place
  to manage transition?
• How do you involve individuals with ASDs
  in policy and planning?
 The Inclusive Schools and ASDs Whole
       School research and Training
• Offered to Local Authorities
• Who select schools and staff to participate
• Run for 2 days intensive CPD
• Follow up a term later for half a day
• Up to 40 delegates per LA – teachers,
  managers, support assistants from
  mainstream primary & secondary
        Local authority take up
•   Swansea
•   Monmouth
•   Rhondda Cynon Taff – 3 programmes
•   Bridgend – 2 programmes
•   Conwy – 2 programmes
•   Wrexham
•   Gwynedd and Mon

Through our work directly with 8 Local
Authorities we have trained staff
representatives from around150 schools.
      The 2 day Programme
• Aims to recognise and build on knowledge
  of ASDs
• To attain an understanding of the condition
  – Its key characteristics
  – The view of the individual
  – The challenges of being at school
  – Sensory anomalies
  – Making schools and staff more ASD friendly
                  Day 1
• Focus on what people with ASD tell us
  about their lives
• Look at the school experience of the
• Relate this to the Triad of impairments
• Examine the impact of sensory differences
• Explore the common curriculum difficulties
  across 3 Key stages
                  Day 1
• Look at universal strategies that can help
  in schools
• Focus on looking at the messages
  underlying episodes of inappropriate
Use of multimedia presentation including
  DVD & video footage; small group
  discussion; CD ROM materials; books
                 Day 2
• Reflection on key messages from Day 1
• The concept of what makes a school ASD
• Whole school issues
• Useful strategies in the school
  environment – TEACCH; PECs and Social
   – Use of multimedia presentation as Day
     1 and checklists and a quiz.
    Disseminating the Training
• Delegates are asked to fulfil the following
  tasks on their return to school :
  – Build up a bank of resources on ASDs for staff
  – Disseminate the training to staff group/s
  – Conduct a whole school audit which will then
    lead to
     • Identification of strengths
     • Short, medium and long-term target planning
    Feedback on the Training

• On the final half day of the training
  package, delegates are invited to
  feedback on how they have fulfilled the 3
  dissemination activities and the response
  of staff
        Resource Bank ideas
• Looked at school resources and we‟re returning
  them all to one place
 Resource shelf for all staff – games; box of
  stress relief “calmers”; maths games; story
  sacks; books; documentation; library facility for
• Laminated coloured symbols for every type of
• Labelling areas of the school
• Using visual timetables
• Creating a safe haven – maybe just a corner of
  the room
       Training of school staff
 Most of staff have a good idea of how to work
  with children; school visits to Plas Brondyffryn
  and Wargrave House school in Merseyside
  reinforced what we are doing in school;
 Questionnaire for all staff on their knowledge of
  ASDs, collated and fed back in staff meeting
 Welsh presentation (Wenglish); True and false
  quiz; staff reported more knowledge as a result;
  more confident; social story books in Welsh;
  staff training for 2 LSAs
• Teacher meeting held, sheet produced for all
• Audit given to year groups; action plan drawn up
 Departmental SENCo meeting; awareness
  raised; True or false quiz raise discussion; staff
  feel school is ASD friendly; Audit tool given out
  to staff; talk to NQT teachers
 Staff meeting held; everyone is now talking
  about autism; S4C programme with Carol Parry-
  Jones helped staff to answer quiz; joint planning
  begun with paired school rep
   Reported Impact on schools
• Play co-ordinators targeted for information; Buddy
  system at break times has started to pay off
• Updating SEN handbook
• Awareness raising for pupils in PSE lessons and with
  cross curricular themes in the coming academic year
• Strategies found useful with other children, including
  young children
• Friday Award celebration needed toning down
• Adoption of 3 or 4 strategies by whole school – visual
  timetables; benches and quiet areas created in
  playground; Circle time to raise issues with all children
• Staff more cautious about what behaviours to pick up on;
  give more time to process; other children so accepting;
  acceptance is praised by staff
• Workshop held; turn taking daily schedule for places in
  the line; visual timetable very helpful for staff, including
  supply teachers too !; spin off for other children
• Outreach support service has accessed further
  Unlocking potential funding – mainstream support
  service developed; examples & strategies taken into
  schools – SAMS referral and response service
 School is post-Inspection; looked at using GP audit and
  developed an Action Plan instead of awareness raising;
  10 things a child with autism wished you knew given to
  school by a Mum; head on LEA Outreach committee;
  we‟re looking at ALL children in a different light;
• Moving from Year 2 to Year 3 - transition well prepared
  for; booklet (Passport) for each child to take out with
  them so all staff know about their preferences and
• Summer care workers invited into school and also
  informed about the PECs system
• Plan to improve communication – PECs training to be given to new
  staff, timetabled member of staff to support others and for her to be
  Makaton trainer
• Professional development plans for members of staff re ASDs
• Ways to bring parents into school and involve them in their child‟s
• Child is not the same person he was before Christmas 2005
• All ASD training has been very relevant to other children
• Staff are now aware that there are children in school who may have
  associated ASD issues and strategies could be used for all children
• There is an interest and a staff need to know more; it has got people
  talking together in departments
• Everyone wants to learn more; “Curious incident” copies are
  circulating around the staff
• Idea of having a “film night” - Snowcake; What‟s eating Gilbert
  Grape ?; Rainman; As good as it gets;
• Staff more aware of the hidden disabilities and more prepared to
  consider their needs
If you are interested in learning more about
   this training programme or want to pass on
   contact details –
                     We are
Maggie Bowen –

& Lynn Plimley -

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