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(5773) "“Inclusion is not simply about physical proximity. It is about intentionally planning for the success of all students (1).”A child on the autism spectrum is three times more likely to be excluded from school than a child who has no special educational needs (2). In the space of seven years, the number of autistic children excluded from school more than doubled (3). This is why last year’s landmark review of school exclusions by former children’s minister Edward Timpson, was so welcome.The review looked at why the number of exclusions is rising, and crucially why some groups of children – including autistic children – are at particular risk of being excluded, and what needs to change (4).The Timpson report recognised that taking the decision to exclude is not an easy one for head teachers. On the one hand, they need to make sure that schools are calm, safe places for everyone. But on the other, they have to consider the damaging effects that exclusion can have on a child, affecting not just their educational outcomes but also their mental health and future life chances.Timpson and others have focused, understandably, on strategies to reduce exclusion. But we can do better, by actively making sure we include every child, in every classroom and every school.What is autism?Autism is a lifelong disability which affects how people communicate and interact with the world.If you’re autistic, you tend to find communication difficult and can feel intense anxiety in social situations or when you’re not given enough time to process questions and instructions in class. Many autistic children are also over or under sensitive to sound, smells, light, taste and touch. This can make going to school incredibly difficult.Autism is a spectrum. This means autistic children will have their own strengths and face varying challenges. The difficulties they face may not always be immediately apparent, which is why autism is often described as a ‘hidden’ disability. Because of this, children do not always get the help and support they need until a crisis occurs.Around 1 in 100 children are on the autism spectrum. While some of these children need a specialist setting, more than 70% of autistic children attend mainstream schools (5). A full range of educational provision should be commissioned in every area, with local authorities working in partnership to make sure that specialist provision is available for children and young people who need it. But far too many autistic children and young people don’t get the support they need; far too many miss out on an education, struggle to find work and become extremely isolated.What is inclusion?At the National Autistic Society we think of inclusion as being about the quality of a child’s experience – how a child develops their skills, participates in the life of the school, and learns and plays with children from a range of backgrounds (6).One of the principles set out at the start of the SEND Code of Practice, underpinning all that follows, is “a focus on inclusive practice and removing barriers to learning” (7). The Children and Families Act 2014 secures a general presumption in law of mainstream education, and the Equality Act 2010 provides disabled children with protection from discrimination.All mainstream schools should expect to teach children on the autism spectrum, and should have the understanding, resources, training and specialist support to meet children’s needs. Without this, the principle of inclusion is undermined.Principles of inclusionThe main principle is that the child’s needs come first. This should be the starting point for identifying what type of school they should attend, as well as the kind of support they need in that setting.It is important to recognise that every person on the autism spectrum is different, and strategies and support that work for one child may not work so well for another. Some children may have accompanying learning disabilities, or other conditions such as ADHD. Students who have a demand avoidant profile will need differing education interventions and approaches.However, there are broad principles that all schools and local authorities should consider when creating inclusive environments:Targeting funding to support individual children and their particular needsIdentifying a child’s additional needs as early as possible, and following this up with early intervention to support themProviding training for teachers and support staff to enable them to understand how autism can affect children and what types of approach can help a child succeed at schoolRecognising the role of specialist schools in supporting inclusion, and harnessing their expertise to benefit children in mainstream settingsWorking in partnership with parents and autism professionals (8).Challenges for autistic children in mainstream schoolsChildren on the autism spectrum face a range of challenges in mainstream schools. These may be particularly acute when a young person moves into secondary school.Addressing these challenges is key to helping children feel included in the school and enabling them to make progress with their education.Autistic children often rely heavily on structure and routine to help them understand and manage the world around them, which can often seem chaotic and unpredictable. This means that unstructured times, such as lunch and break times, can be very difficult. Changes, such as new seating plans or classroom changes, can cause high levels of anxiety – particularly if the student is already"
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Autism

Preventing Exclusions For Children On The Autism Spectrum

10 Aug 2020

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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

13 Nov 2018

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      string(414) "... can be found elsewhere,8,13 including application of the game in arts, physics, chemistry, geology, computing and social skills education.Benefits for children with Autism Spectrum Disorder (ASD)Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by profound impairments in communication and interaction—often resulting in difficulty engaging ..."
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      string(5667) "Science Hunters is an educational outreach project, based at Lancaster University, which uses the computer game Minecraft to engage children with learning about science. This approach naturally enthuses the students to engage by using a medium which is familiar and appealing. Through Minecraft, children can become fully immersed in the topic, exploring it in the game, and they can also communicate with each other in both the virtual and real worlds through collaborative building.Overcoming barriersThe project has a primary focus on working with children who may face barriers to accessing Higher Education, as well as both inspiring an interest in science and instilling the ethos that science and research are accessible to everyone. A key element of the project is extensive work with children with Autism Spectrum Disorder (ASD). ASD is a developmental disorder characterised by impairments in social interaction and communication, repetitive behaviours, and restricted interests.1 Children with ASD often have difficulty communicating and engaging in ‘real world’ social interactions, and restricted interests can present barriers to children’s motivation to engage with others and interventions. Minecraft provides a social context that allows children to practise initiating and responding to communication, cooperation, pretend play, adherence to social norms, and relationship building. An important aspect of the Science Hunters project is that it provides an inclusive, relaxed environment in which to engage and support children (with ASD or otherwise) with both access to and perceptions of science, and improved senses of wellbeing and social inclusion.Minecraft as an educational toolChildren’s interests in science tend to decline from 10 years of age2 and are usually established by 14 years.3 However, this decline in interest can be counteracted by engaging children in practical, investigative, activities associated with science.4 Thus, identifying and developing effective methods of encouraging young people to engage with science are of paramount importance.5In the UK, 69 per cent of 6–10 year olds and 81 per cent of 11–14 year olds play video games.6 Minecraft is one such game, which is highly popular (within five years of release it was the second-best selling game of all time7) and has been described as one of the most important computer games of the current generation.8 With features that correspond to real-world processes and which have relevance to a variety of natural and physical sciences, it is also an ideal medium for communication of scientific concepts.8,9Minecraft is a construction-based, open-world game in which players can freely move around, placing and breaking blocks which have a wide range of appearances and properties to build an almost infinite range of constructions. Children become immersed in the game and can explore concepts in ways which are simply not feasible in the real world, such as erupting a volcano and determining which materials best protect a house from advancing lava,10,11 or experimenting with different methods to encourage crop growth12—all within the timeframe of a lesson.  This level and scope of engagement enables in-depth investigation of topics and facilitates consolidation of learning through practical application and enjoyment of science through the gameplay delivery.10,11,12 The game is relatively simple, affordable and accessible, enabling active construction of knowledge, teamworking and interaction, and rendering the game a viable option for use in the classroom.13 Detailed descriptions of Minecraft’s features and its use in a range of formal educational settings can be found elsewhere,8,13 including application of the game in arts, physics, chemistry, geology, computing and social skills education.Benefits for children with Autism Spectrum Disorder (ASD)Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by profound impairments in communication and interaction—often resulting in difficulty engaging in ‘real life’ social situations.1 Engagement is recognised as being critical for learning in children with and without disabilities, and for effective interventions for children with ASD.14  The relatively high preference (compared to people without ASD15) of many people with ASD for electronic screen media over other leisure activities supports incorporation of such media into learning strategies for children with ASD.15 Minecraft is a shared interest of many children with ASD, and countless anecdotal reports suggest that the social-interactive aspect of Minecraft has great benefits for children’s confidence, social motivation and communication skills.11 As such, children with ASD can be hugely experienced with Minecraft, giving them a sense of expertise and ownership.11 The game has the option either to function as a single-player game, or to operate in a way that allows children to use shared virtual worlds in which they can interact and communicate with each other. Players can safely communicate and play together through these secure shared servers; online communities such as this provide alternative spaces for communication which are particularly valuable for people with autism who may find face-to-face interactions challenging.17,18 Minecraft, as a select interest for many children with ASD, thus provides a unique platform for introducing and engaging children with topics that do not interest them when presented through ‘traditional’ means. Appropriate use of the game in learning contexts also"
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Digital Learning

How Minecraft is Making Science More Appealing to Students with Autism

10 Mar 2020

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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