Preventing Exclusions for Students on the Autism Spectrum

Children who have autism often exhibit behaviours that are considered unacceptable in a classroom, leading to higher levels of exclusions within this group. Catriona Moore offers ways for schools to reassess their behaviour policies to make sure they meet the needs for this vulnerable group.

‘Schools must be places that are welcoming and respectful, where every child has the chance to succeed… They should understand how their policies impact differently on pupils depending on their protected characteristics, such as disability or race, and should give particular consideration to the fair treatment of pupils from groups who are vulnerable to exclusion.’

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      string(338) "... in structure by setting up organised activities the child can do alone or with another child and cue the child into this. Children on the autism spectrum often experience heightened stress and anxiety levels in comparison to their peers, causing panic attacks which might challenge others. There are ways to ..."
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      string(5740) "–  adjustments that can be learned through autism training. Good autism practice is good practice for all children. The Autism Education Trust (AET), the leading national training programme promoting best autism practice, offers some practical advice on supporting children with autism in your setting:Communication is key. Adjust your communication by using simple, clear language and keep sentences short. Allow time to process information and wait longer than you think for a response. Supplement verbal information with timetables and other visual supports.Children with autism need to be taught how to play with other children. It is important to create opportunities to engage with the child at their level, and find out what motivates them. You can try joining in with what the child is doing, rather than trying to guide their play. You can start by copying what they are doing, then add to the activity or introduce new toys. e.g. if the child likes opening and closing doors on toys, start with this and then add toy figures walking in the doors. By following their lead, you could make them discover that playing with someone else can be more fun than playing on their own. Find a child who is mature and socially confident to act as a model and a partner for the child.Build on strengths and use special interests creatively to engage children in learning. (e.g. if the child in your care has an interest in trains, hoovers or dinosaurs, use these within the activities you offer, not just as a reward at the end.Children with autism need to be carefully prepared for transitions between activities, groups and areas. Think about transition from home to setting, between activities and from one area of the setting to another. You can try to use a picture based visual timetable placed close to the child so they can see it at all times. You can refer to this multiple times throughout the day and give verbal warnings before the transition happens and at the time of the transition. Children with autism find unstructured times like break times and lunch times and free choice very hard without direction as to what they might do. So build in structure by setting up organised activities the child can do alone or with another child and cue the child into this. Children on the autism spectrum often experience heightened stress and anxiety levels in comparison to their peers, causing panic attacks which might challenge others. There are ways to reduce the anxiety triggers, such as the use of visual objects, symbols or words, an enjoyable physical activity or a designated safe place.Think about undertaking a sensory audit of your setting. By reducing unnecessary visual overload, keeping noise levels to a minimum or simply by replacing a smelly rug, you will not only help the child with autism concentrate better but all the other children in your setting.Case study: Topcliffe School, Washwood Heath Multi-Academy TrustIan Lowe, Deputy CEO of Washwood Heath Multi-Academy Trust and former head teacher of Topcliffe School shares his experiences.What sort of challenges did you and your staff face initially while trying to support children with autism?The difficulties staff faced were a lack of awareness of the needs of the children and the challenges they would face within a mainstream school/ class setting. They had limited awareness of how autism affected a child’s learning due to communication difficulties (understanding language, following instructions/ routines), following classroom rules and their social understanding of how they should deal with different situations and other children. Support was needed to give them strategies they could use to deter behaviours experienced by supporting the children in the areas they struggled with.Teachers also reported several challenges, including: understanding and managing behaviour; socio-structural barriers (i.e., school policy, lack of training and resources); and creating an inclusive environment (i.e., lack of understanding from other teachers, students and parents).Why did you choose the Autism Education Trust training programme?To help us to be able to support children and the challenges they face. To make us a more inclusive school for all children, particularly when setting up/ establishing our ASD Resource bases this was crucial training to have.What practical advice did you and your staff find particularly helpful?The training provided us with some great practical resources to use within the class to support individual children/ groups, e.g:Pupil profile and prompts for observations to complete profileConversation startersSituations–option–consequences–choices–strategies–simulation (SOCCSS) helping children to make a balanced decisionCommunication cardsAppropriate voice level boardsStress bucketEmotion thermometer/ volcanoMotivator puzzlesTask boards and play time choice board/ lunch time scheduleStrategies to support sensory sensitivityEnvironment checklistCase study: Garrets Green Nursery SchoolLesley Martin, the retiring Head Teacher of the nursery school talks about her experiences and the journey to create a fully inclusive provision where all children thrive.What sort of challenges did you and your staff face initially while trying to support children with autism?One of the greatest challenges for the team was managing the diverse needs of the pupils. Within a mainstream Nursery School, at that time, approximately 10% of the pupils had quite complex needs. One child, for example, would pace around the perimeter of the room, never"
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Leadership

Autism Difference, not Deficit

14 Nov 2018

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      string(326) "... by pupils who are initially identified in Year 6 in their primary school as having SLCN or ASD. This analysis enables us to understand how student’s needs change as they pass through the education system and how their trajectories may differ according to their personal or school characteristics.
Leadership ..."
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Leadership Briefing issue 7.06 (78)"
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      string(4502) "ResourcePROFILES OF NEED AND PROVISION FOR CHILDREN WITH LANGUAGE IMPAIRMENTS AND AUTISM SPECTRUM DISORDERS IN MAINSTREAM SCHOOLSOriginal DocumentProfiles Of Need And Provision For Children With Language Impairments And Autism Spectrum Disorders In Mainstream Schools: A Prospective Study. This report presents the findings from a three year prospective study of pupils identified with language impairments (LI) and autism spectrum disorders (ASD) as their primary educational need (SEN). The study aimed to explore their characteristics and needs and the provisions made to meet these needs within the education system.KeywordsCognitive, behavioural profiles, pupils, SEN, ASD, LI, language, autism, education, performance, measuresSummaryDespite increasing research examining the cognitive and behavioural profiles of pupils with language impairments (LI) and autism spectrum disorders (ASD) relatively little is known about the needs of these pupils in mainstream classrooms, the ways in which their needs are met, or the extent to which the level of support provided is related to the severity of their language difficulties and/or social behaviour.This report presents the findings from a three year prospective study of pupils identified with language impairments (LI) and autism spectrum disorders (ASD) as their primary educational need (SEN). The study aimed to explore their characteristics and needs and the provisions made to meet these needs within the education system. It focuses on:1. Cohort differences and overlap in performance on measures of language, cognition, memory, literacy, autism features, quality of life, behaviour and school attainment2. How schools addressed the pupils’ needs3. How parents understood their children’s needs and the ways in which they were being addressed in schoolFindings:· The majority of pupils with language impairments (LI) and autism spectrum disorders (ASD) are educated in mainstream schools and specialist resources.· Pupils with ASD showed greater impairments across instruments designed to tap autism symptomatology whereas pupils with LI showed greater need on measures of language, and in some cases literacy.· Reports from parents and SENCOs indicated that pupils with ASD were significantly more likely to attract resources than those with LI.· The current data suggest that a diagnosis of ASD results in receiving more resources despite the fact that on measures of core language (and in some cases literacy) pupils with LI often exhibit greater difficulty.· The report collected information from parents, teachers and SENCOs on how pupils were supported. It found that the main sources of support to address pupils’ needs occurred within the schools. This support in schools included both SENCO and teacher expertise and the use of LSAs.· The report results indicate strongly that national curriculum data and/or establishing a pupil’s primary need provides insufficient information to plan services and differentiate the curriculum.Conclusions:· Substantial overlap between the needs of pupils with LI and ASD, as well as differences between these cohorts, highlights the importance of a personalised approach to teaching and learning which reflects an understanding of a pupil’s:a. language learning and literacy needsb. social and communication difficultiesc. and academic progression· The ways in which pupils’ needs are identified at school, Local Authority, and national levels requires reconsideration. More sensitive data than are currently collected (Key Stage assessments) will allow better:a. identification of needb. and monitoring of progress· There is a need to examine the ways in which SLT support and working practices support pupils across:a. the primary and secondary school sectorb. language learning and social communication· Resources need to be targeted according to both language learning needs and social communication needs.· Pupils’ needs will primarily be met within schools and classrooms. Schools will need to:a. be aware of the wider impact of language and communication on well-being, behaviour and peer relationshipsb. consider explicitly addressing these issues in the support of these pupilsActionNotesAuthorR ChimaDate CreatedJanuary 2013Enquiries to:raspal.chima@yahoo.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Transitions Between Categories Of SEN Pupils With SLCN & ASD Through The Education System

8 Jan 2013

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      string(5697) "of friends’ or buddysystem and social skills exercises can help students withoutdisabilities to express themselves in constructive ways, whilstlearning to help those in their peer group who are less able.Clear instructions, understandable rules and a defined routinecan help the whole school to run smoothly.TransitionTransition to adulthood is a critical time for young people. Itis a time of great change and uncertainty, and is particularlydifficult for young people with autism. Yet, an NAS surveywww.teachingtimes.com n Vol 2.3Disabilities/ConditionsEvery Child Journal35revealed that only 53% of young people were issued withtransition plans during their education, falling to just 34% ofstudents in mainstream schools. People in the transition agegroup (16-24 years) are significantly less likely to be able toaccess the support services they need.13 In turn, we know thatchildren with autism and additional mental health problemscan also have particular problems with transition. Almost allparents (92%) worried about what mental health support theirchild would get when they turned 18.14To help with future planning and commissioning ofservices, an inquiry by the All-Party Parliamentary Groupon Autism15 took evidence from a range of stakeholders,including children with autism and parents. It found thatone of the key factors to improving the transition processwas ensuring that all professionals involved in the transitionprocess are appropriately trained in autism and understandhow to communicate with someone with autism, so that thebest outcomes can be achieved.To support planning for children with autism withmore complex needs, the inquiry also found that it wouldbe helpful for adult services and children’s services to meetand regularly review the support for those children who arereaching transition, particularly those who are out of areaand likely to come back in area on reaching adulthood. TheAutism Act 2009 specified that transition would be a key areacovered by the accompanying statutory guidance, publishedin December 2010. The guidance puts duties on professionalsworking with children with autism going through transition,to ensure that plans are in place as they move into adult life.16With the right help, support and understanding, childrenand young people with autism can – and do – succeed. All areunique, and many have a great deal to offer, they just need tobe given the chance to fulfil their potential.Rachel wasn’t diagnosed with Aspergers syndrome until shewas 11, and only then after the suggestion of a familyfriend. Her mum looks back on the struggles they faced: “Theexperience was dreadful. We had a very good friend who hadchildren on the spectrum. She came to me with a big pile ofinfo about ASD [autism spectrum disorder] and told me thateven if I never spoke to her again, she wanted me to read it.I realised it was describing my daughter. I took it to the GP,who referred us to psychiatry who ummed and ahhed aboutit for a year before giving us the diagnosis.“Initially we felt relief. Everyone over the years had beenso negative and there were so many judgements aboutbehaviour, the label was quite positive for a few months. Butwe received no help, so the label just became a negative oneagain. The support we received once we’d had the diagnosiswas completely useless. We received general counselling,which was inappropriate and a complete waste of time. Ittook no account of Rachel’s Aspergers.”“She was bullied really badly at school, so we sent herto private school. She couldn’t cope there either, so she washome-tutored by statutory services. They wanted to get herback into school as soon as possible so they merged her inwith a special unit which was mostly for pupils with physicalThe impact of failing servicesdisabilities. The stress led her to have a nervous breakdownat the age of 16. Really it was just a disaster. She’s a brightyoung woman, she went on to gain 8 GCSEs, but the systemjust wasn’t set up for her.”“Our experience of mental health services was reallynot good [either] until we made a formal complaint. Theirknowledge is limited, it’s not ASD specific so it can be moredamaging than helpful. They don’t understand ObsessiveCompulsive Disorders and Aspergers, there’s no expertisethere. The family therapy approach they offered was nothelpful at all.Ordinary mental health approaches are so destructivefor someone with Aspergers. Getting it wrong can causeso much harm. If she’d had more support she would havebeen able to go to university, but because of the lack ofsupport from mental health during the transition phase shehasn’t got the confidence now. Her self-esteem is so low.A specialist keyworker who worked between children andadult services would have been brilliant. But the keyworkerhas to be someone who understands autistic spectrumdisorder. Being given so many choices can be stressful. Sheneeded someone who understood that she needed to begiven limited choices.”Vol 2.3 n www.teachingtimes.comDisabilities/ConditionsEvery Child Journal36FootnotesWest of Cornwall CAMHS has forged strong links with theeducational institutions in its area. The team receives a lotof referrals from schools, with the rest coming from primaryhealth visitors, school nurses, social care services or fromfamilies themselves though their open referral policy.The team have structured their catchment area into sixdistricts, with around five schools in each district. They nowhave a presence in all of these schools.CAMHS staff regularly attend the school’s"
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Special Needs

At the sharp end

16 May 2011

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      string(4920) "about being targeted because of this. No wider literature was identified with which to compare this finding or explain this relationship, which highlights the need for more research in this area to investigate and understand the relationship between having DDLN and being a cybervictim. Summary of Demographic Groups Disproportionately Involved in CyberbullyingThe table below summarises the findings regarding the demographic groups that were found to be disproportionately involved in cyberbullying others and being cyberbullied and whether this relationship was statistically significant. Table 6: Demographic groups found to be disproportionately involved in cyberbullying  Variable  Cybervictim  Cyberbully Disproportionate Involvement Stat SigDisproportionate Involvement Stat SigPhysical disabilityYesYesNo relationshipNo Autism/Asperger’sYesYesYesNoDyslexiaYesYesYesYesWhat has emerged from these findings is that certain groups were more likely to be cyberbullies or to be cyberbullied, and these individual characteristics may be risk factors, whilst some other groups were less likely to be cyberbullies or be cyberbullied, which may be protective factors. Although it was not the intention of this research to consider such risk and protective factors, these findings have created the opportunity for research to be carried out in this area. Research with such focus can lead to an understanding of whether any demographic groups of students with particular characteristics are more or less likely to be involved in cyberbullying others and being cyberbullied, which in turn can be used in practice in identifying those most at risk of being cyberbullies or cybervictims. This might help colleges to target resources and guidance at particular groups. However, the risk is that identifying such groups––for example, ‘boys being cyberbullies’––can lead to labelling, be misleading, and lead to colleges focussing efforts on certain groups at the risk of not providing services for all students. Therefore, researchers must be mindful that findings such as ‘boys are more involved than girls in cyberbullying others’ need to be understood in the context of what happened and why, as well as the wider circumstances in which the cyberbullying took place, as communicating findings in a narrow and closed way can also be misleading and lead to labelling. Therefore, researchers should investigate cyberbullying in a holistic manner so that the involvement of different groups in cyberbullying can be understood more in context. This is important if cyberbullying research is to advance in terms of developing an understanding of who is involved in cyberbullying others and being cyberbullies, together with the reasons why. This research has revealed many relationships that exist between different groups of students and their involvement in being cyberbullies or cybervictims, but since many of these relationships are ill-considered in the wider research literature, and especially amongst this age group, more research needs to be done. Given the relatively under-researched nature of colleges as a context for investigating cyberbullying, it is even more important that further research is conducted in colleges so that such findings can be more reliably compared and to find out more. Dean West. .  Also see article ‘I will not be bullied!’ on page 64 and ‘Teaching empathy’ on page 51.References1.  Anti-Bullying Alliance (ABA) (2011). Bulling of children with disabilities and Special Educational Needs in schools: briefing paper for parents on the views and experiences of other parents, carers and families [Online]. Available at http://www.antibullyingalliance.org.uk/media/2254/SEND_bullying_briefing_Contact-a-Familyand-2.  Bauman, S. and Pero, H. (2010). ‘Bullying and Cyberbullying Among Deaf Students and Their Hearing Peers: An Exploratory Study’, ‘Journal of Deaf Studies and Deaf Education’, 16(2), pp.236-253.3.		Blandford, S. (2015a). Take the lead. Suffolk: John Catt.4. Chamberlain, T., George, N. Golden, S., Walker, F. and Benton, T. (2010). ‘Tellus4 National Report’. London: Department for Children, Schools and Families (DCSF).5.  Cross, E., Piggen, R., Douglas, T. and Vonkaenel-Flatt, J. (2009). ‘Virtual Violence: Protecting Children from Cyberbullying’. London: Beatbullying.Available from http://www.beatbullying.org/pdfs/Virtual-Violence-I.pdf [Archived]6.  Kowalski, R. and Fedina, C. (2011). ‘Cyberbullying in ADHD and Asperger Syndrome population, Research in Autism Spectrum Disorders, 5(1), pp.1201-1208.7. Roekel, E., Scholte, R. and Didden, R. (2010). ‘Bullying Among Adolescents With Autism Spectrum Disorders: Prevalence and Perception, Autism  Development Disorder, 40(1), pp.63-73."
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        [0]=>
        string(8) "students"
        [1]=>
        string(6) "autism"
        [2]=>
        string(8) "spectrum"
      }
    }
    ["categories"]=>
    array(7) {
      [0]=>
      array(4) {
        ["value"]=>
        string(15) "Autism"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "autism"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(9) "Behaviour"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(38) "Emotional and Behavioural Difficulties"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(21) "Looked After Children"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(13) "Mental Health"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Autism

Cyber-bullying’s victims and perpetrators

14 Dec 2016