Learners with Autism - ASD pathway

Learners with autism can display varying degrees of the Triad of impairments which not only cause barriers to learning but also difficulties with many aspects of ‘normal’ daily life.  Social and communication impairment along with restricted, repetitive patterns of behaviour provide challenges to the individuals which have to be carefully considered in every aspect of their daily routine at Elm Tree.

Autism Spectrum Disorders have a number of associated features/conditions or difficulties that exist in conjunction with the triad of impairments.  These may be specific to one learner or a small group and need careful consideration to manage, work with and thrive.

We have recently subscribed to the Cornerstones curriculum development package whereby teachers can build and develop their own curriculum, incorporating themes and topics that are aligned with the needs of the pupils in their classes. We are very excited to use this flexibility to encourage progression for all pupils and devolp a bespoke learning package for all specialist areas.

Cornerstones curriculum home page - https://cornerstoneseducation.co.uk/

 

Our ASD provision delivers…

  • Individualised sensory, gross/fine motor skill programmes alongside learning, environmental and social considerations for all pupils.
  • Consistent and familiar staff for development of routine and trust with all learners.
  • Peer-to-Peer and group activities - low stimulus and tailored to the needs of individuals.
  • Room dividers/ zone identification - Structure of class specific and familiar.
  • Minimal colour and stimulation of classroom decor, lighting and visual stimulus considerations.
  • Consistent clear structured- routines- now/next and daily visual timetables rather than non-verbal.
  • Work systems and concrete routines, work on social cues and rules Colour coding/ zoning of areas.
  • Consideration to classroom environment Tasks/Steps.
  • Digestible instructions, scripted conversations ensuring familiarity and low anxiety.
  • Effective use of nonverbal communication - Cue cards, colour cards, sounds and music and Makaton.
  • Stimulatory needs- all senses clear consistent boundaries rules/ expectations.
  • Consistent clear routines to develop a reduction in anxiety.
  • Careful management of change with adequate processing time for trips and experiences.
  • Consistent responses to over/under stimulated states by all staff.
  • Opportunities for regulatory/sensory breaks activity throughout the daily timetable.
  • Equipment specifically designed for individuals to use for physical and mental regulation/stimulation.
  • O/T support and input for each individual and development of specific care packages.

 

Timetable

 

Monday

Tuesday

Wednesday

Thursday

Friday

08.45-09.15

Breakfast - Sensory and Physical Regulation activities

09.15-10.00

Maths

P.E

Maths

Maths

Assembly

Sensory/OT skills

Regulation activities

Regulation activities

Regulation activities

10.00-10.15

Phonics

Phonics

Phonics

Phonics

10.15-10.30

English

PSHE

English

English

English

10.30-10.45

Handwriting

Handwriting

Handwriting

Handwriting

10.45-11.00

Snack

11.00-11.15

Break

11.15-11.30

Reading

Phonics

(Phonics Play)

Reading

Reading

Reading

11.30-12.00

Cooking

ICT

Topic/Project based learning

(ICT suite available)

Enrichment

Maths

 

12.00-12.30

Maths

Topic/Project based learning

12.30-13.00

Options

Options

13.00-13.15

Family Service Lunch

Family Service Lunch

13.15-13.45

Regulation/Yoga/Meditation

Regulation/Yoga/Meditation

Regulation/Yoga/Meditation

Regulation/Yoga/Meditation

13.45-14.45

 

Cooking

Science

Topic/Project based learning

Emotion works circle time

Team work celebration (thrive)

14.45-14.55

Regulation activities/Options

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