Autistic Spectrum Conditions

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Range 1

Assessment

  • Part of normal school and class assessments. SENCo may be involved in more specific assessments and observations
  • Normal curriculum plans include individual/group targets

Planning

  • Parents involved regularly and support targets at home

Pupil involved in setting and monitoring  targets

Grouping for teaching

  • Mainstream class with specific support for targets which involve communication and interaction

Opportunities for over-learning basic concepts within a small group

Human resources and staffing

  • Flexible use of resources and staffing available in the classroom
  • · Support to promote social skills and interactions with peers and over-learning of basic concepts
  • · Support with recording of work

Curriculum & teaching methods

  • Flexibility will be needed in expectations to follow instructions/ record work
  • Instructions supported by visual and written clues
  • · Preparation for any change and the need for clear routines

Reduction of complex language especially when giving instructions

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Range 2

Assessment

  • As Range 1 plus use of more detailed NC assessment tools e.g. B Squared, SCERTS, Boxall profiles
  • Involvement of education and non-education professionals as appropriate

Planning

  • Curriculum plans reflect levels of achievement and includes individually focused SCERTS targets, especially Speech and Language components and PSHCE

Additional steps taken to involve parents and pupil as appropriate

Grouping for teaching

  • Mainstream class based, but with some opportunity for small group and individual work to target specific needs involving communication and interaction
  • A quiet area within the classroom may be useful for individual work
  • An individual table/area within the classroom may be helpful for independent working to offer opportunities for distraction free learning
  • Opportunities for one to one support

Human resources and staffing

  • Additional training of staff to support curriculum modifications and social interaction, social communication and social understanding. This may also involve some modification to the environment (low stimulus; distraction-free)
  • Use of support to implement specific materials, approaches and resources as appropriate. E.g. Circle of Friends; Social Stories; Social Stories as needed
  • Support from other agencies as appropriate. E.g.. Autism Team (SEN Services), Hub schools, SALT

Curriculum & teaching methods

  • Curriculum access will be facilitated by using a structured approach, which may involve: using visual systems or timetables; reducing language for instructions/ information giving
  • · Teaching strategies should give consideration to difficulties with transfer of skills

Teaching approaches should take account of difficulties in the understanding of social rules and expectations within the classroom; slow processing of information and organisational issues

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Range 3

Assessment

  • As Range 2 plus more use of specialised assessment tools. Where appropriate staff and other agencies will offer support as appropriate
  • Whole school understanding of pupil’s needs
  • Consideration of more specialised planning frameworks. E.G SCERTS,  to prepare for the school day

Planning

Grouping for teaching

  • Mainstream class  with targeted support
  • The need for small group work and one to one to develop individual targets and introduce any new concepts
  • Access to  a quiet area within the classroom when needed
  • It is likely that an individual table/work area would be useful to help focus learning and to offer opportunities for distraction free learning

Human resources and staffing

  • ·Additional training of staff to support curriculum modifications and social interaction, social communication and social understanding
  • ·Use of support to implement specific materials, approaches and resources as appropriate e.g. Circle of Friends, Socially Speaking, and Social Stories
  • ·Support from other agencies as appropriate. E.g… Autism Team (SEN Services), Hub schools, SALT, ELKLAN teaching Assistant

Curriculum & teaching methods

  • Curriculum access will be facilitated by using a structured approach which may involve: using visual systems or timetables; reducing language for instruction/information giving; teaching strategies should give consideration to difficulties with transfer of skills; teaching approach should take account of difficulties in understanding the social  rules and expectations of the classroom
  • · One to one teaching for the introduction of new concepts and the reinforcement of classroom routines and expectations
  • · May need enhanced PSE teaching to ensure skills embedded
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