Education for Pupils with Autism Spectrum Disorders HMIE

1. Education for Pupils with Autism Spectrum Disorders HMIE Moira Park Depute Head Teacher Carlibar School Roslyn McCaughey Senior Speech and Language Therapist NHS GG&C

3. WHY? Request of the Scottish Ministers that HM Inspectorate of Education (HMIE) evaluate and report on the educational provision for pupils with autism spectrum disorders (ASD). Parents asking questions of their MSPs about local provision for ch/yp with an ASD Timing – last edn review 1989 by Rita Jordan Growing awareness of the challenges facing edn & other profs to met the needs of pupils with ASDParents asking questions of their MSPs about local provision for ch/yp with an ASD Timing – last edn review 1989 by Rita Jordan Growing awareness of the challenges facing edn & other profs to met the needs of pupils with ASD

4. WHY HMIE? inspecting, reviewing and reporting across the education system; identifying and promoting good practice to bring about improvement in the education system; and providing professional advice and information to Ministers and to Departments of the Scottish Executive, in particular to the Education Department and to the Enterprise, Transport and Lifelong Learning Department. through first-hand, independent evaluation and are engaged in a wide range of tasks which are intended to support improvement in education inspecting, reviewing and reporting across the education system; identifying and promoting good practice to bring about improvement in the education system; and providing professional advice and information to Ministers and to Departments of the Scottish Executive, in particular to the Education Department and to the Enterprise, Transport and Lifelong Learning Department. through first-hand, independent evaluation and are engaged in a wide range of tasks which are intended to support improvement in education

5. THE TASK Identify and report on the range of educational provision for pupils with ASD, including other specialist and mainstream services such as speech and language therapy services, where these impinge on education Evaluate provision Identify and report on good practice Make recommendations for moving forward This was not an inspection but an evaluation of current provision A chance to identify good practice and to share with each otherThis was not an inspection but an evaluation of current provision A chance to identify good practice and to share with each other

6. HOW? A literature review by the National Centre for Autism Studies Questionnaire to all Education Authorities Recent reports and recommendations on good practice Interviews, discussions, meetings to gauge people’s views Reference Group Collecting evidence from data available People’s views Direct observationCollecting evidence from data available People’s views Direct observation

7. Membership of Advisory Group Rita Jordan – Birmingham University Jim Taylor – Struan House School Janet Stirling – Struan House School Stella MacDonald – Consultant/Service User Martin Vallely – Assoc Directors of Education Moira Park – DHT Carlibar School Greig McNeish – Accreditation Director (NAS) Carolyn Brown – Assoc Principal Ed Psychs Shona Pinkerton – Principal Daldorch School

8. Literature report commissioned as part of the HMI-e evaluation Give an overview of ASD (this can stand alone & be used at any ASD awareness raising/training) Up-dated information on current approaches in ASD and evaluate efficacy Appraise the evidence in terms of good practice Literature report commissioned as part of the HMI-e evaluation Give an overview of ASD (this can stand alone & be used at any ASD awareness raising/training) Up-dated information on current approaches in ASD and evaluate efficacy Appraise the evidence in terms of good practice

9. Structured education and environment Behavioural approaches Augmented Alternative Communication (AAC) systems/PECS Developmental and Interactive approaches Music therapy and interaction Parental programmes Peer mediated support Social interaction groups Socio-constructive/cognitive approaches Sensory and motor approaches Biomedical approaches Appraisal difficulties due to methodologies not being robust and do not stand up to close research scrutiny Overall view is that an eclectic approach to meet the needs of each individual is the best means of intervention. Programmes focusing on social understanding Playful settings Peer mediated supports & social groups Socio-constructive techniques (specifically teach social rules & meanings) Early intervention Parental participation Approached involving the ch in prolonged periods of training or long periods of interaction with ONE trained adult MAY PRECLUDE involvement of the ch in other effective forms of support Structured education and environment Behavioural approaches Augmented Alternative Communication (AAC) systems/PECS Developmental and Interactive approaches Music therapy and interaction Parental programmes Peer mediated support Social interaction groups Socio-constructive/cognitive approaches Sensory and motor approaches Biomedical approaches Appraisal difficulties due to methodologies not being robust and do not stand up to close research scrutiny Overall view is that an eclectic approach to meet the needs of each individual is the best means of intervention. Programmes focusing on social understanding Playful settings Peer mediated supports & social groups Socio-constructive techniques (specifically teach social rules & meanings) Early intervention Parental participation Approached involving the ch in prolonged periods of training or long periods of interaction with ONE trained adult MAY PRECLUDE involvement of the ch in other effective forms of support

13. joint venture between The National Autistic Society (NAS) and the Royal Colleges of Psychiatrists and of Paediatrics and Child Health, with the backing of the All Party Parliamentary Group onAutism. The latter, together with the NAS, provided financial support for the work. This report is the product jointly of deliberations by both parents and professionals and as such has particular value and significance. The working party has set out a vision of what a good service for the child with suspected and proven autism/ASD would look like. Recommendations 4.1 Identification 4.2 Assessment 4.3 Interventions 4.4 Local area ASD co-ordinating group 4.5 Tertiary services 49 4.6 Training 52 joint venture between The National Autistic Society (NAS) and the Royal Colleges of Psychiatrists and of Paediatrics and Child Health, with the backing of the All Party Parliamentary Group onAutism. The latter, together with the NAS, provided financial support for the work. This report is the product jointly of deliberations by both parents and professionals and as such has particular value and significance. The working party has set out a vision of what a good service for the child with suspected and proven autism/ASD would look like. Recommendations 4.1 Identification 4.2 Assessment 4.3 Interventions 4.4 Local area ASD co-ordinating group 4.5 Tertiary services 49 4.6 Training 52

15. KEY ELEMENTS WHICH REAPPEAR Families as partners who are informed / consulted /involved in options for provision /planning / changes Requirement for flexibility in provision / staffing / curriculum for individuals, as well as throughout individuals time in school (life) IEP identifying strengths, needs, strategies, goals regularly monitored and reviewed KEY ELEMENTS WHICH REAPPEAR Families as partners who are informed / consulted /involved in options for provision /planning / changes Requirement for flexibility in provision / staffing / curriculum for individuals, as well as throughout individuals time in school (life) IEP identifying strengths, needs, strategies, goals regularly monitored and reviewed

16. Almost all recognised in recommendations – only key worker, and key person with training not Almost all recognised in recommendations – only key worker, and key person with training not

17. DISTINCTIVE FEATURES IDENTIFIED BY THE REFERENCE GROUP Approaches dealing with, supporting staff in Challenging Behaviour Stress management Sensory issues Emotional development Use of expertise of therapists Leisure and recreation / community services No mention of joint fundingNo mention of joint funding

18. 1 or 2 pertinent comments from practitioners from visits? Parent responses1 or 2 pertinent comments from practitioners from visits? Parent responses

19. Attainment and achievement Impact on service users - children and young people. Impact on parents/carers and families. Impact on staff Impact on community Delivery of key processes: The curriculum / Learning and teaching Inclusion Policy development and planning Management and support of staff Partnerships and resources Interagency working Leadership and direction Attainment and achievement Impact on service users - children and young people. Impact on parents/carers and families. Impact on staff Impact on community Delivery of key processes: The curriculum / Learning and teaching Inclusion Policy development and planning Management and support of staff Partnerships and resources Interagency working Leadership and direction

20. Multi-Agency Team Members of Hmi-e (who knew the system & helped & supported the associate members) GRAB CHANCE Educational psychology Senior Management Team Teacher (DHT Carlibar) Speech and Language Therapist (professional role & role within education) Social Worker (parental views leisure respite) Multi-Agency team was highly valued by practitioners as there was an understanding of the difficulties involved in providing services to ch/yp with ASD Members of Hmi-e (who knew the system & helped & supported the associate members) GRAB CHANCE Educational psychology Senior Management Team Teacher (DHT Carlibar) Speech and Language Therapist (professional role & role within education) Social Worker (parental views leisure respite) Multi-Agency team was highly valued by practitioners as there was an understanding of the difficulties involved in providing services to ch/yp with ASD

21. Inspection Areas 6 Local Authorities South Ayrshire –June 2005 Shetland Isles – June 2005 Glasgow City – November 2005 North Lanarkshire – November 2005 Fife – February 2006 Borders – March 2006 2 Urban –Glasgow City & N Lanarkshire 2 Rural -Fife & S Ayrshire 2 Remote –Shetlands & Borders2 Urban –Glasgow City & N Lanarkshire 2 Rural -Fife & S Ayrshire 2 Remote –Shetlands & Borders

22. Inspection Areas Independent Sector Provision NAS – Daldorch School SSA – New Struan School

23. Recommendation 1 information on the numbers of pupils with autism spectrum disorders a coherent strategy for meeting a range of needs details of provision allocation of support and resources Of 32 Authorities 2 unable to provide any current information 10 others only able to provide info on pupils with diagnosis 1 other unwilling to separate whether diagnosis or not – needs led 1 large authority did not identify any pupils in mainstream secondary 2 authorities unable to identify within specialist unit whether ASD or not – numbers reflected whole population So ½ authorities were unable to provide complete info Many unable to identify ASD within special schools (may be reflection of placement based on core difficulty – eg complex /severe LD, EBD?) Only 2 authorities who had MLD schools had no pupils with ASD identified in them. 11 authorities identified EBD provision. Only 3 had pupils with ASD identified within them. Pre-school had difficulties identifying numbers in mainstream nurseries, easier in specialist provision. Also some supported by home visiting teachers – these numbers not requested, and may overlap with nursery numbers Very difficult to identify pupils being taught at homeOf 32 Authorities 2 unable to provide any current information 10 others only able to provide info on pupils with diagnosis 1 other unwilling to separate whether diagnosis or not – needs led 1 large authority did not identify any pupils in mainstream secondary 2 authorities unable to identify within specialist unit whether ASD or not – numbers reflected whole population So ½ authorities were unable to provide complete info Many unable to identify ASD within special schools (may be reflection of placement based on core difficulty – eg complex /severe LD, EBD?) Only 2 authorities who had MLD schools had no pupils with ASD identified in them. 11 authorities identified EBD provision. Only 3 had pupils with ASD identified within them. Pre-school had difficulties identifying numbers in mainstream nurseries, easier in specialist provision. Also some supported by home visiting teachers – these numbers not requested, and may overlap with nursery numbers Very difficult to identify pupils being taught at home

24. Recommendation 2 a suitably varied range of provision publish details of their provision for autism spectrum disorders planned future developments. 23 authorities noted initiatives in area of ASD – ASD research; base in 3 schools; use of symbols in sec; environment – Autism Outreach Consultancy Service;TEACCH. pre school ‘Sparkle’ club; Hanen – TEACCH;PEP®;AAPEP;Transition folder; staff guidelines; parent info leaflet; low stimulus areas in some schools ASD Integrated Network Accreditation for all ASD resources; outreach to primary; twighlight staff devt;planning for secondary CPD ; Early bird training; plans for new secondary2006;Cluster coordinator and PTs for ASN to include ASD – club for pr pupils;parent group/ training; ASD training for pr & Sec staff; ASD advisor in each primary -SPECTRUM +CPD – ASD staff devt priority 2004 – 07 with SSA ASIST(Autistic Spectrum Information& Support Team) + 2 coordinators Post School Open Forum ( school leavers); SE pilot diagnosis ASD framework group;INSET,leaflets;support &Developmnt groups - policy rewrite;multi agency training;key people in LS team;resource base in 3 sec;prof. interest group CPD;Network for teachers(HENAS); early bird and early bird+ Specialist teacher prs;Socila communication groups – 3 schools 23 authorities noted initiatives in area of ASD – ASD research; base in 3 schools; use of symbols in sec; environment – Autism Outreach Consultancy Service;TEACCH. pre school ‘Sparkle’ club; Hanen – TEACCH;PEP®;AAPEP;Transition folder; staff guidelines; parent info leaflet; low stimulus areas in some schools ASD Integrated Network Accreditation for all ASD resources; outreach to primary; twighlight staff devt;planning for secondary CPD ; Early bird training; plans for new secondary2006;Cluster coordinator and PTs for ASN to include ASD – club for pr pupils;parent group/ training; ASD training for pr & Sec staff; ASD advisor in each primary -SPECTRUM +CPD – ASD staff devt priority 2004 – 07 with SSA ASIST(Autistic Spectrum Information& Support Team) + 2 coordinators Post School Open Forum ( school leavers); SE pilot diagnosis ASD framework group;INSET,leaflets;support &Developmnt groups - policy rewrite;multi agency training;key people in LS team;resource base in 3 sec;prof. interest group CPD;Network for teachers(HENAS); early bird and early bird+ Specialist teacher prs;Socila communication groups – 3 schools

25. Recommendation 3 The Scottish Executive, education authorities and other agencies should work together to coordinate support for pupils with autism spectrum disorders, where there is a need. Education authorities should work with health boards to develop clear procedures for early identification of children with autism spectrum disorders. SLT targets well integrated into the curriculum for each pupil. Targets were colour coded to correlate with the triad of impairment. Schools thought of alternative ways to organise the curriculum and reward pupils for their achievements. Individual personal records of achievement followed pupils through their school career and were monitored by the SMT. Regular review of progress and good expectations of achievement and attainment. Exam preparations (choice of seat, practice in the seat, sit pre-lim & exam in the seat) Other awards ASDAN, outward bound courses NOT GOOD Tracking individual progress, analyzing attainment for pupils with ASD separate from that of their peers, difficult to compare progress with that of peers Parents not involved in PLANNING of IEP Difficulties motivating pupils to sit exams AMY – great at Maths so will drop it & sit exam in French because I don’t know French SLT targets well integrated into the curriculum for each pupil. Targets were colour coded to correlate with the triad of impairment. Schools thought of alternative ways to organise the curriculum and reward pupils for their achievements. Individual personal records of achievement followed pupils through their school career and were monitored by the SMT. Regular review of progress and good expectations of achievement and attainment. Exam preparations (choice of seat, practice in the seat, sit pre-lim & exam in the seat) Other awards ASDAN, outward bound courses NOT GOOD Tracking individual progress, analyzing attainment for pupils with ASD separate from that of their peers, difficult to compare progress with that of peers Parents not involved in PLANNING of IEP Difficulties motivating pupils to sit exams AMY – great at Maths so will drop it & sit exam in French because I don’t know French

27. Recommendation 4 Schools should ensure that pupils with ASD are given appropriate opportunities to gain an understanding of the social world they live in. develop life skills which they can use outside school. are given full opportunities to identify and develop their personal strengths. Pupils have access to a safe and secure environment, in which to practice their skills of independence. Pupils can join their mainstream peers at after school activities. SLTs provide social skills groups in the community during school holidays. Links with Social Work to develop out of school provision. SLTs link with respite facilities to discuss the child/young person’s communication status. Communication systems are flexible and a variety of approaches can be used with the same child/young person. The whole school population have a raised awareness of ASD. A flexible curriculum allows the pupil to access learning in the mainstream but ensures that the pupil has “time out” periods in order for him to sustain a full day at school. Specialist provision provides good opportunities to transfer skills into the community BUT has difficulty providing good peer role models. Specialist provision makes it easier for staff to ensure that skills are transferred between school and home. Need to appreciate staff cover for breaks & lunchtimes to transfer skills to “live” situation BUT need to encourage independence Role of LAs – huge variation velcro approach, transfer with child from primary to secondary, over dependent on support, expected to “teach” Ch/yp perceives that LA to be their teacher OR other extreme does not have the LA in their social hierarchy Monitor access to after school activities Inequitable access to SW Whole school training approach including pupils & whole school staffPupils have access to a safe and secure environment, in which to practice their skills of independence. Pupils can join their mainstream peers at after school activities. SLTs provide social skills groups in the community during school holidays. Links with Social Work to develop out of school provision. SLTs link with respite facilities to discuss the child/young person’s communication status. Communication systems are flexible and a variety of approaches can be used with the same child/young person. The whole school population have a raised awareness of ASD. A flexible curriculum allows the pupil to access learning in the mainstream but ensures that the pupil has “time out” periods in order for him to sustain a full day at school. Specialist provision provides good opportunities to transfer skills into the community BUT has difficulty providing good peer role models. Specialist provision makes it easier for staff to ensure that skills are transferred between school and home. Need to appreciate staff cover for breaks & lunchtimes to transfer skills to “live” situation BUT need to encourage independence Role of LAs – huge variation velcro approach, transfer with child from primary to secondary, over dependent on support, expected to “teach” Ch/yp perceives that LA to be their teacher OR other extreme does not have the LA in their social hierarchy Monitor access to after school activities Inequitable access to SW Whole school training approach including pupils & whole school staff

28. Recommendation 5 Schools should ensure that they maximise opportunities for pupils with ASD to be included socially and educationally with mainstream peers The provision of support for pupils with ASD should be “proactive” to allow for good planning for transitions. Shared placements give pupils with ASD the specialist support they require and also access to mainstream settings and role models SLTs give very good support to aid communication and social interactions A wide range of supports are offered on an individual needs basis Raising awareness of ASD with staff AND the pupil peer group Availability of respite and community and leisure resources for pupils with ASD Inclusion at lunch times and break times NOT just sharing the same environment. Mainstream teachers need to b e involved in the pupil’s learning Mainstream teachers need to be given regular up to date information about the pupils with an ASD NOT GOOD bullying of pupils with an ASD, lack of forethought in planning (whole school activity days) organising social interactions The provision of support for pupils with ASD should be “proactive” to allow for good planning for transitions. Shared placements give pupils with ASD the specialist support they require and also access to mainstream settings and role models SLTs give very good support to aid communication and social interactions A wide range of supports are offered on an individual needs basis Raising awareness of ASD with staff AND the pupil peer group Availability of respite and community and leisure resources for pupils with ASD Inclusion at lunch times and break times NOT just sharing the same environment. Mainstream teachers need to b e involved in the pupil’s learning Mainstream teachers need to be given regular up to date information about the pupils with an ASD NOT GOOD bullying of pupils with an ASD, lack of forethought in planning (whole school activity days) organising social interactions

29. Recommendation 6 parents are informed of the options available plan for progression, particularly at times of transition involve parents in relevant training events people with autism spectrum disorders could be invited to contribute to training 6 authorities responded that they provided no parent training, or did not respond to the question 6 said training through local parent support groups 15 authorities – Early bird Hanen through SALT - some authorities as staff training others parents On visits, parents unaware of any authority planning for ASD, and anxieties around because of lack of consultation // information about placements at an early stage – what is reasonable? 6 authorities responded that they provided no parent training, or did not respond to the question 6 said training through local parent support groups 15 authorities – Early bird Hanen through SALT - some authorities as staff training others parents On visits, parents unaware of any authority planning for ASD, and anxieties around because of lack of consultation // information about placements at an early stage – what is reasonable?

30. Recommendation 7 Education authorities should ensure that teaching and support staff have access to a programme of staff development relating to ASD CPD at an appropriate level should be available to all staff in schools where there are pupils with ASD specialised training should be provided for teachers and non-teaching staff working directly with pupils with ASD Staff in specialist and independent settings felt well trained and supported working with pupils with ASD Roll out training and support to staff in the mainstream. Organise support networks for staff to meet collectively to exchange ideas and discuss issues. Organise training for parents in the different approaches to ASD Multi-agency working at strategic level needs to transfer to operational level also Use of ASD specific self evaluation frameworks. Wide spectrum of training available from post-graduate certificates to management training for local professionals. One Local A trained all probationers in general ASD One Local A set up an Autism Forum NOT GOOD Effective policy development & planning in only 2 OF 6 Local As visited All mainstream teachers in the 6 Local As felt did NOT have relevant ASD experience Training needs in mainstream (ASD pupils perceived as badly behaved) Staff in specialist and independent settings felt well trained and supported working with pupils with ASD Roll out training and support to staff in the mainstream. Organise support networks for staff to meet collectively to exchange ideas and discuss issues. Organise training for parents in the different approaches to ASD Multi-agency working at strategic level needs to transfer to operational level also Use of ASD specific self evaluation frameworks. Wide spectrum of training available from post-graduate certificates to management training for local professionals. One Local A trained all probationers in general ASD One Local A set up an Autism Forum NOT GOOD Effective policy development & planning in only 2 OF 6 Local As visited All mainstream teachers in the 6 Local As felt did NOT have relevant ASD experience Training needs in mainstream (ASD pupils perceived as badly behaved)

32. Recommendation 8 Education authorities and agencies should work together to develop plans share strategies commit resources to ensure that pupils receive appropriate support in line with their needs. Plans should be regularly evaluated reviewed openly shared with parents. A range of personnel should work to support staff. Staff at operational level need to have a means of contributing to strategic development Identify key people, or a team, within the centrally deployed staff, who provide support to staff who teach pupils with ASD. Offer a wide range of provision to meet individual needs the pupil should NOT be made to fit the provision Flexibility at all levels (even within the same school year) Inter-agency working should be an on-going reality. Access to SLT services Access to Social Work services highly valued when received but often could only access when at crisis point A range of personnel should work to support staff. Staff at operational level need to have a means of contributing to strategic development Identify key people, or a team, within the centrally deployed staff, who provide support to staff who teach pupils with ASD. Offer a wide range of provision to meet individual needs the pupil should NOT be made to fit the provision Flexibility at all levels (even within the same school year) Inter-agency working should be an on-going reality. Access to SLT services Access to Social Work services highly valued when received but often could only access when at crisis point

34. The Right School focus for meetings in Feb and April   Statistics – statistical bulletins and paper Statistics – statistical bulletins and paper.  Publication of information – guidance to education authorities. Eg about the nature and scope of information it would be useful to for them to publish on their websites  Support and advice to mainstream schools. Resouce packs may well include where to go for advice, support and even point internally, to staff suitably trained and experienced in working with children with ASD. might also direct LA staff to appropriate networks The right training focus for meeting in June The Right Approach onto the November agenda. The Right School focus for meetings in Feb and April   Statistics – statistical bulletins and paper Statistics – statistical bulletins and paper.  Publication of information – guidance to education authorities. Eg about the nature and scope of information it would be useful to for them to publish on their websites  Support and advice to mainstream schools. Resouce packs may well include where to go for advice, support and even point internally, to staff suitably trained and experienced in working with children with ASD. might also direct LA staff to appropriate networks The right training focus for meeting in June The Right Approach onto the November agenda.

35. What have we learned? To change our practice There is no “one size fits all” solution Flexibility is the key to provision The provision needs to fit the child SLT at secondary school level focuses on work out of school in the community MOIRA engage with parents at earliest stage possible SLT at secondary school level focuses on work out of school in the community MOIRA engage with parents at earliest stage possible

36. Where do we go from here? The expectation is that we will take forward the recommendations of good practice. Local authorities, schools, professions and individual practitioners all have a role to play in sharing the good practice that is clearly out there!!

37. OUR STRATEGY WE DO IT BY EMBRACING THE THEME OF TODAY’S CONFERENCE NETWORKING