Inclusion Development Programme: Supporting pupils on the autism spectrum

1. Inclusion Development Programme: Supporting pupils on the autism spectrum Andrew Herbert – Deputy Head of Service andrew.herbert@camden-plss.camden.sch.uk Kathleen Tripp – Language and Communication Teacherkathleen.tripp@camden-plss.camden.sch.uk Primary Learning Support Service

2. Programme • Introduction to the IDP • Unit 5 – Sensory Perceptions and Responses • Unit 6 – Know the pupil • Conclusion – How would you use it?

3. Unit 5 – Sensory Perceptions and Responses • Activity Looking at the Sensory Profile or the Sensory Audit Sensory Profile – If you have a child in mind Sensory Audit – If you would like to think about your school environment

4. Feedback to the group • What was helpful about it? • What was not helpful about it? • Would you use it?

5. Unit 6 - Know the child • “Don’t assume you know what the child is like if you have read a manual about autism. There are as many brands of autism as there are autistic people. Look and listen to the individual person” Darius, quoted in “Martian in the Playground…” (Clare Sainsbury, Lucky Duck publishers, 2000 1-873942-08-7)

6. Unit 6 – Know the child • Activity Looking at the skills and behaviours checklist Skills and behaviour checklist – If you have a child in mind Passports – Look at Jo/Matthew’s ‘passports’ How would/could you use/adapt these?

7. Feedback to the group • What was helpful about the checklist? • What was not helpful? • Would you use it – and how?

8. Conclusion • Self- Evaluation Activity – • Whilst doing the evaluation consider the following issues; • Does the evaluation help you in assessing your own knowledge and adjustments to practice? • Would it be a useful tool to use in your school?

9. And finally …. • One of the best things about the IDP are the video clips. The ability of the people on the video clips to explain their experiences can help us in understanding the experiences of the many less able to communicate. • “Our knowledge of the great range of possible outcomes and the clear dependence of outcome on the quality of education received … gives us the right and the duty to speak out for such children with the whole force of our personality.” • Hans Asperger