autism cymru school fora presented by maggie bowen, deputy ceo, autism cymru and lynn plimley,...
TRANSCRIPT
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