AUTISM CYMRU SCHOOL FORA Presented by Maggie Bowen, Deputy CEO, Autism Cymru and Lynn Plimley,...

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AUTISM CYMRU SCHOOL AUTISM CYMRU SCHOOL FORA FORA Presented by Presented by Maggie Bowen, Deputy CEO, Autism Maggie Bowen, Deputy CEO, Autism Cymru Cymru and and Lynn Plimley, Education advisor, Lynn Plimley, Education advisor, Autism Cymru Autism Cymru

Transcript of AUTISM CYMRU SCHOOL FORA Presented by Maggie Bowen, Deputy CEO, Autism Cymru and Lynn Plimley,...

AUTISM CYMRU SCHOOL AUTISM CYMRU SCHOOL FORAFORA

Presented by Presented by

Maggie Bowen, Deputy CEO, Autism Cymru Maggie Bowen, Deputy CEO, Autism Cymru

and and

Lynn Plimley, Education advisor, Autism Lynn Plimley, Education advisor, Autism CymruCymru

What are the School Fora ?What are the School Fora ?

A series of twice yearly meetings A series of twice yearly meetings aimed at bringing together practitioners aimed at bringing together practitioners

in education from the following in education from the following

settings :-settings :-

Primary schoolsPrimary schools

Secondary schoolsSecondary schools

Special schoolsSpecial schools

Aims of the School ForaAims of the School Fora

To encourage the sharing of best practice in To encourage the sharing of best practice in ASDs across Wales, at meetings and via ASDs across Wales, at meetings and via

the Edunet websitethe Edunet websiteTo examine identified issues and fulfil a To examine identified issues and fulfil a

training roletraining roleTo enable practitioners to network with other To enable practitioners to network with other colleagues across Wales and raise mutual colleagues across Wales and raise mutual

concernsconcerns

Structure of meetingsStructure of meetings

Social time for informal networkingSocial time for informal networking

Opportunities for formal group discussions Opportunities for formal group discussions on an identified issueon an identified issue

Training presentation by a range of Training presentation by a range of speakersspeakers

Workshop activities with a recognised Workshop activities with a recognised outcome which will influence future practiceoutcome which will influence future practice

What do practitioners think of What do practitioners think of the Fora ?the Fora ?

Networking is importantNetworking is important

A very valuable dayA very valuable day

Very useful to share good practiceVery useful to share good practice

We could always use more timeWe could always use more time

Very good day, good information and Very good day, good information and discussiondiscussion

This is how we learn best !This is how we learn best !

Topics for discussion todayTopics for discussion today

Transition planningTransition planning

Different learning stylesDifferent learning styles

Creating an enabling environmentCreating an enabling environment

TRANSITION PLANNINGTRANSITION PLANNING

You work in a large Comprehensive.You work in a large Comprehensive.

You know that there are 4 pupils with You know that there are 4 pupils with Asperger syndrome who are joining you in Asperger syndrome who are joining you in

September.September.

What steps will be important to put in place What steps will be important to put in place in order to make a smooth Transition from in order to make a smooth Transition from their Primaries to your Comprehensive ?their Primaries to your Comprehensive ?

Some examplesSome examples

A4 topic book to welcome to school A4 topic book to welcome to school containing pictures of people and places containing pictures of people and places

and vital information on school rules, given and vital information on school rules, given a term in advance to a Year 6 pupila term in advance to a Year 6 pupilOne afternoon visit per week during One afternoon visit per week during

summer termsummer termPupils asked in advance about any worries Pupils asked in advance about any worries

or concernsor concerns

Pupils are given a wallet with colour coded Pupils are given a wallet with colour coded plan of school and colour markers are plan of school and colour markers are

placed around school to correspond to the placed around school to correspond to the different areas for different activitiesdifferent areas for different activities

Using social sentences to state Using social sentences to state expectations and rulesexpectations and rules

Pupil passportsPupil passports

LEARNING STYLESLEARNING STYLES

Each Fora has had a presentation on visual Each Fora has had a presentation on visual learning strategies and the impact of learning strategies and the impact of

sensory differences on curriculum planning sensory differences on curriculum planning and the environmentand the environment

TASK TASK

What kind of learner are you ?What kind of learner are you ?

How do you tackle self-assembly furniture ?How do you tackle self-assembly furniture ?

LEARNING STYLESLEARNING STYLES

Do you read the written instructions and Do you read the written instructions and look at the diagrams ?look at the diagrams ?

Do you respond better when the instructions Do you respond better when the instructions are read aloud to you ?are read aloud to you ?

Do you need to take apart a similar piece of Do you need to take apart a similar piece of furniture to understand where everything furniture to understand where everything

goes ?goes ?

LEARNING STYLESLEARNING STYLES

a.a. Is predominantly visualIs predominantly visualb.b. Is predominantly auditoryIs predominantly auditory

c.c. Is predominantly kinaestheticIs predominantly kinaesthetic

Many people with ASDs (but not all) have a Many people with ASDs (but not all) have a strong visual approach to learningstrong visual approach to learning

Using 2 senses at a time will be difficult for Using 2 senses at a time will be difficult for themthem

Creating an enabling environmentCreating an enabling environment

Importance of:

• Understanding psychological functioning

• Understanding challenges to learning faced by the individual with an ASD

• Translate this understanding into effective strategies for teaching and care

AN ENABLING PHYSICAL AN ENABLING PHYSICAL ENVIRONMENTENVIRONMENT

ISSUES TO BEAR IN MIND:• A noisy classroom may cause distress• Instructions to the whole class may go over the head• Having to worry about belongings and furniture may

effectively rule out concentration for the whole lesson• If the teaching medium is oral – the learning medium is

auditory – sensory differences may preclude understanding

• Simple instructions may baffle• The pupil may need a structure within which to function

Points for reflection……..Points for reflection……..

How do you• Help pupils with an ASD cope with

understanding everyday life ?• Enable pupils with an ASD to overcome fears ?• Teach honest self-evaluation ?• Encourage independent self organisation ?• Enable pupils with an ASD to learn how to

relax ?• Foster a sense of self-direction ?

ACTIVITYACTIVITY

At a Fora meeting, we looked at the recent At a Fora meeting, we looked at the recent workforce regulations and their impact in Special workforce regulations and their impact in Special

schoolsschools

We asked delegates what they call the paid We asked delegates what they call the paid workers who support children in their schools? workers who support children in their schools?

What is their role ?What is their role ?

How is their professional development managed ?How is their professional development managed ?

Over to you to debate these Over to you to debate these issues and then we will issues and then we will feedback your answersfeedback your answers

Maggie Bowen – Maggie Bowen – [email protected]@autismcymru.orgLynn Plimley – Lynn Plimley – [email protected]@autismcymru.org

Co-authors ofCo-authors ofAutistic Spectrum Disorders in Secondary Autistic Spectrum Disorders in Secondary

school school andand

Supporting pupils with autistic spectrum Supporting pupils with autistic spectrum disorders disorders

launched at the conference today on the launched at the conference today on the Sage book standSage book stand