transition supporting pupils with autism to return to ... · powerpoint presentation author:...
TRANSCRIPT
@A2Education
Transition
Supporting Pupils with Autism to
Return to School After Covid 19
Communication and Autism Team
2020
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Aims • To consider the needs of pupils with Autism in relation to
Transition
• To raise awareness and reflect on current practice and
strategies
• To consider how strategies can be further developed and used
to support this critical transition
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Presentation Structure• PowerPoint A: Planning ahead ready for schools re-
opening and general planning for Pupils with
Autism.
• PowerPoint B: Planning for Return of Specific Pupils
• PowerPoint C: Specific ASC Needs in School on
Return
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Views of Pupils
What do the young people themselves say about
important considerations?
• Reduce numbers of people around us
• Re-affirm our routines
• We will need cleaning stations
• Provide a slower start for us
• Focus specifically on our mental health
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Action Plan• How and when will you contact parents? • When do you start the transition for the pupils?• Will the pupils all come in together?• Where will they be?• What will the pupils do?• How will you support the child and the family in this
process?• Who needs to be involved?• Which pupils are ready to come back? RAG Rate your
Pupils (See PowerPoint 2)
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Why should we consider impacts?
What should we consider?
Ask the important questions
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Transitions are difficult for individuals with autism:
• The four key areas of difference
• Psychological theories
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Difficulties• Sensory
• Social Interaction
• Communication
• Information Processing
• Cognition and Learning
• Emotional
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Pupils are likely to have difficulties with transition as a result of:
• Managing a change to an expected routine • Re-establishing expectations –behaviour and learning• Applying skills in different settings • Doing several things almost simultaneously • Recalling relevant information • Making choice’s • Making decisions• Managing their emotions aroused
by the situation.• Separation anxiety
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• Leaving the house on a regular and daily basis
• More than one setting transition a day: Home to school/school to home
• Learning in a space with increased numbers of people
• Completing one task to another with fewer breaks
• Transitioning from one lesson/room to another
• Activity in unstructured to structured times
• Relationship transitions
There are many transitions that will happen now that have not happened for some time
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Protective Factors• Intense concentration, when motivated
• Original ideas and creative
• Attention to detail
• Capable of extensive research and focus on interests
• An affinity with computers and other technology
• Reliable
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General Strategic Transition Plans
• Autism specific training for staff
• Would some pupils/ families benefit from a PCR
review early in or before the transition?
• How will you get information out/in from parents
who have no internet access?
• Plan to prepare the pupil and family
• Plan to be anticipatory of any transition needs
BE PREPARED:BE PROACTIVE
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General strategic Transition Plans (Cont) • Identify a safe place for pupils to go to for calming or for
learning breaks
• Adult support arranged and planned during the first
unstructured or lunch times
• Prepare for changes to policy to accommodate difficulties
Plan for difficulties arising from new travel restrictions
• Plan for those pupils who parents do not allow an immediate
return.
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CAT Support• CAT/Staff meeting with receiving Secondary staff remotely where the
return is in September
• Encourage parents to use CAT Return to School training PowerPoints
• Ask your CAT worker for resources and help gaining Pupil and Parent
Voice
• Contact your CAT worker and discuss transitions for children with
particularly complex needs
• Contact your CAT worked r for strategies relating to daily practical
management and teaching of pupils with Autism as you always
have.
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What do the national autism
standards recommend?Standard 12
Your setting effectively communicates key transitional information on
pupils with autism to all relevant adults including parents/carer, and
ensures that this information is given to pupils in the most appropriate way
and at the right time .
(standards 1,3,15,43 are also relevant)
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What does the competency
framework recommend?Competency 29
• At times of transition you co-ordinate and disseminate important information
from all key stakeholders(including parents/carers and other family members) and
ensure this information is shared with all, including the pupil.
Competency 38
• You prepare for transition well in advance using a range of means(eg, transition
books, videos, school websites)
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Useful resources for transitions can be
found in…• The inclusion development programme
• National Autism Standards (In particular 1 12 and 15)
• Autism Education Trust transition toolkit
• Moving on supporting transition for busy staff. Foundation for people with
learning disabilities (2013)
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Broderick, K. and Mason-Williams, T. (Eds.) (2005) Transition toolkit, Kidderminster, BILD.
Casey, J. (2002) Changing Schools, Bristol, Lucky Duck.
Talking About...Secondary School (2003), Keighley, Black Sheep Press.
Thorpe, P. (2003) Moving from primary to secondary school: guidelines for pupils with autistic spectrum disorders, London, National Autistic Society.
Snedden & Whithorn (2004) Moving Up.Ready or Not. Edcational Printing Services Ltd. Blackburn
Additional Resources
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Websites• www.autismeducationtrust.org.uk Autism Education Trust
• www.blacksheep-epress.com (Talking About...Secondary School Pack)
• www.thegraycenter.org (Social Stories and comic strip conversations)
• www.afterfouautism.com
• www.seainclusion.co.uk/post/the-many-problems-of-returning-to-school
• https://www.schudio.tv/courses/preparing-autistic-send-
children-for-going-back-to-school
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