Aims of Session

1. Supporting Learners with Autism during Playtimes and LunchtimesElaine NickollsEducational PsychologistWest & Breckland

2. Aims of Session • Awareness of the ‘triad of impairment’ that creates barriers to learning and typical social interaction. • Discussion of the role of the SENDCo in developing a ‘whole school’ response to the needs of young people whose needs lie on the spectrum • Strategies to meet those needs at unstructured times. • Group discussion. • Where to look for further information.

3. What makes unstructured time such a challenge? • A life-long developmental difference that affects the way people with an ASD communicate and relate to other people and the world around them. • Different terminologies but essentially the same issues with social communication and interaction. A ‘specific social learning difficulty?’ • Weak ‘executive functioning’ or ‘central coherence’. • Neuro-science developing understanding, but diagnosis still based on behavioural observation.

4. The ‘triad of impairment’ For a clear diagnosis of autism, children will have difficulties in three areas of functioning; • Social interaction and communication. Social skills are not learnt instinctively. • Use and understanding of language. Child tends to take things literally and has difficulty with the give and take of conversation. • Flexibility of thought and imagination. Lacks ‘theory of mind’ and does not appreciate that others’ feelings, interests and intentions may be different to theirs.

5. Difficulties may be more marked in one or two areas of the triad, and….. • There may be difficulties with motor control that affect ability to cope with sport, PE and handwriting. • Atypical responses to sensory input; bright light, noise, textures and touch, temperature and smell. • Difficulty with ‘attention control’ (because of weak ‘central coherence’) Over-lap with ADHD/ADD, dyspraxia and other specific learning difficulties such as dyslexia. • High levels of anxiety when feeling out of control.

6. In the eyes of others….. • Aloof • Passive • Active but ‘odd’ or ‘rude’ • Over formal (old head on young shoulders) • Stilted • Not a team player…. • Better with adults or much younger children….

7. So……… Breaks and lunchtimes, potentially, present challenges that are more easily met in the more structured and predictable environment of the classroom. A personalised response needs some strategic planning so that the whole school environment is ASD friendly…

8. SENDCo role in developing inclusive practice…. • Encourage Head Teacher and Senior Leadership teams to support the notion of a ‘whole school’ response. Involve governing body and ensure awareness of duties under Disability Equality Duty (DDA) 2010. • Audit existing skills and understanding amongst whole staff…including MSAs, office staff etc. Where are the training/awareness raising needs? • Consult with outside agencies re. training and support. Use the Internet and existing programmes (e.g. IDP via www.nasentraining.org.uk) • Promote understanding of SEN amongst all pupils.

9. Breaktime and lunchtime…. • Zero tolerance to bullying. Make sure everyone knows how to report. Some children with ASDs may not recognise bullying when it happens so careful observation of vulnerable individuals is vital. • Provide a retreat or a safe haven. A bolt hole that over stressed children can resort to when they’re not coping. • Train playground ‘buddies’ who can watch out for and report concerns if necessary and provide sympathetic company to the isolated child. Provide ‘friendship’ benches or quiet corners.

10. Contd…. • Provide lunchtime clubs and activities. • Run social skills groups or provide other activities/responsibilities that raise self-esteem. Look at SEAL. • Set up a ‘Circle of Friends.’ • Use ‘social stories’ and ‘comic strip conversations’ to aid understanding of social norms. Provide simple cards or passports for highly anxious children who need guidance about what to do when they’re upset. • Teach structured playground games and model turn-taking. • Let children be on their own if they prefer.

11. Eating together…. Dining halls can present sensory challenges (smell and noise) as well as the social challenges… • Role play expected routines in an empty dining hall. • Allow child to be at the front or end of the queue. • Make sure MSAs are aware of individual needs and understand nature of ASDs. • Teach conversation skills. • If it’s all too much, allow child to eat somewhere quieter. A Nurture Group approach to encourage social skills and model acceptable dining room behaviour?

12. Above all…. • Know the children and their individual needs. Attempt to see the situation from the child’s point of view. What are the triggers when things go wrong? • Consult, collaborate and plan with parents school colleagues and other professionals. • Aim for consistency and predictability. • Develop cluster based expertise…a teacher or TAs with enhanced skills that can be shared?

13. ‘A story to help me with the problem of games that start being fun and then knowing when to stop because my friends have had enough….’ I go to school every day. Monday, Tuesday, Wednesday, Thursday and Friday. There are lots of children at my school. At playtime, we go outside to play. I like to play with other children. Playing games makes me happy. I like my friends to be happy. I can look at their faces to see if they are happy. Are they smiling? If they are not smiling and they ask me to stop playing, I will stop playing the game. It is good when my friends are happy. This makes me happy too! My teacher/mum/dad is happy when I have a happy playtime.

14. Where to look for more information….. • www.autism.org.uk • www.autismeducationtrust.org.uk • www.oaasis.co.uk • www.education.gov.uk/lamb/ • www.nasentraining.org.uk/resources/ The latter now hosts the IDP programmes. Still a good self-directed training resource.

15. Thank you for listening and taking part.