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Supporting Pupils on the Autism Spectrum

Supporting Pupils on the Autism Spectrum: Whole-school training materials and resources for Sencos

£149.00
Phase: 
Primary, Secondary
ISBN: 
978-1-907927-16-4
Published: 
Feb 2013

Overview

‘Teachers tell us that understanding different types of SEN helps them to teach effectively and that more could be done to make specialist training available.’

Support and Aspiration: A new approach to special educational needs and disability, SEN green paper, March 2011

Pupils on the autistic spectrum have difficulties in common, but they are individuals and have specific abilities and needs. For them to succeed it is vital that they are understood and barriers to their learning removed.

Benefits

Supporting Pupils on the Autism Spectrum will enable you to support your staff to:

  • understand what it means for a pupil to be on the autism spectrum
  • know how to devise individual programmes of support and monitor progress
  • develop a ‘road-map’ for considering behaviour and planning positive responses to that behaviour
  • adapt strategies that will enable pupils to access the curriculum
  • establish networks of peer support
  • appreciate that pupils on the autism spectrum and with Asperger syndrome should be treated as individuals with particular learning needs
  • plan for transition of pupils from class to class, from school to school and finally on leaving school.

Summary of contents

Chapter 1: Understanding the Autism Spectrum

Provides an overview of the core difficulties characteristic of the autism spectrum and is directly relevant to the subsequent chapters.

Learning outcomes

Participants will:

  • understand what being on the autism spectrum means for pupils
  • be able to build a profile of each individual’s strengths and differences.

Chapter 2: Understanding the Perspectives of Children and Parents: a foundation for developing partnership

Considers individual perspectives and experiences of families in order to better understand how autism affects their lives.

Learning outcomes

Participants will:

  • appreciate what parents want from school
  • build partnerships with parents and families to better support pupils.

Chapter 3: Challenging Behaviour and the Autism Spectrum: Making sense of the problem

Presents a ‘roadmap’ for considering behaviour and planning positive responses to that behaviour.

Learning outcomes

Participants will:

  • develop a framework to guide planning and implementing strategies for prevention and management 
  • make sense of the meaning of the behaviour as a key step in planning effective intervention.

Chapter 4: Challenging Behaviour and the Autism Spectrum: Prevention and management

Recognises the importance of prevention in managing behaviour.

Learning outcomes

Participants will:

  • be able to make good use of preventative strategies
  • know how to replace challenging behaviour through the development of skills and understanding and through promoting alternative behaviours.

Chapter 5: Structure

Exemplifies the need for structure to enhance the learning of pupils on the autism spectrum.

Learning outcomes

Participants will:

  • know how to organise the physical space to provide structure
  • be able to create individualised schedules, work systems and visual structure to support learning

Chapter 6: Curriculum Access

Demonstrates how you can adapt the curriculum to make it more accessible for pupils on the autism spectrum.

Learning outcomes

Participants will:

  • be able to differentiate lesson objectives and content
  • make best use of group work, support from teaching assistants,
  • know how to manage tests and exams, and homework

Chapter  7: Peer Support

Considers ways to include peers as buddies, mentors and role models.

Learning outcomes

Participants will:

  • appreciate the potential benefits of peer support to children and young people on the autism spectrum
  • assess different ways of incorporating peer support and identify the best way forward

Chapter  8: Transitions without Tears

Explores a variety of positive strategies for supporting potentially difficult times of change.

Learning outcomes

Participants will:

  • see the importance of planning the transition process
  • use various tools and strategies to make transition less stressful for pupils.

Chapter  9: Selecting and Blending Strategies to Meet Individual Needs

Provides guidance on factors to consider when planning an eclectic mix of strategies, as no single approach will be effective if used in isolation.

Learning outcomes

Participants will:

  • understand how to select and blend strategies
  • know what to do when strategies ‘don’t work’.

Delivery

Books and training products: Titles in stock will be fulfilled within 15 working days. If you have pre-ordered a forthcoming title, you will receive it as soon as it is available.

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