Additional Support Needs and Eliminating Equality Early Years - PowerPoint PPT Presentation

Additional Support Needs and Eliminating Equality Early Years Scotland Annual Conference Glasgow September 2017

What is Autism?

What is Autism? A working definition?

What is Autism? A working definition? “ Autism is a pervasive disorder that leads to distorted, rather than merely a delayed pattern of development. This causes difficulty wherever learning is organised into hierarchies. Assumptions underlying progression do not hold when one looks at children with Autism ”. Prof. Rita Jordan

What is Autism? A working definition? “ Autism is a pervasive disorder that leads to distorted, rather than merely a delayed pattern of development. This causes difficulty wherever learning is organised into hierarchies. Assumptions underlying progression do not hold when one looks at children with Autism ”. Prof. Rita Jordan ‘The aims, objectives and teaching methodology for learners with autism must centre around the way people with an ASD think and learn .’

What is Autism? A working definition? “ Autism is a pervasive disorder that leads to distorted, rather than merely a delayed pattern of development. This causes difficulty wherever learning is organised into hierarchies. Assumptions underlying progression do not hold when one looks at children with Autism ”. Prof. Rita Jordan ‘The aims, objectives and teaching methodology for learners with autism must centre around the way people with an ASD think and learn .’

addressing the challenges to equality

addressing the challenges to equality In 2002, Scottish schools were required to prepare and implement accessibility strategies that improve access to education for pupils with additional support needs. Education (Scotland) Act 2002

addressing the challenges to equality In 2002, Scottish schools were required to prepare and implement accessibility strategies that improve access to education for pupils with additional support needs. Education (Scotland) Act 2002 That expectation is still there and schools are required to review and improve these on a three year basis.

a view from an OFSTED inspector Charlie Henry, HMI National Lead for Disability and SEN February 2014

a view from an OFSTED inspector “If you have identified a pupil with Special Needs, we would expect you to do something about it. Charlie Henry, HMI National Lead for Disability and SEN February 2014

a view from an OFSTED inspector “If you have identified a pupil with Special Needs, we would expect you to do something about it. The expectation is that this intervention makes a difference; Charlie Henry, HMI National Lead for Disability and SEN February 2014

a view from an OFSTED inspector “If you have identified a pupil with Special Needs, we would expect you to do something about it. The expectation is that this intervention makes a difference; it is expected that this difference will be evaluated” Charlie Henry, HMI National Lead for Disability and SEN February 2014

challenges specific to Autism • Communication differences • Social Communication differences • Sensory differences • Perceptual differences (of light, shade, colour, movement) • Executive function differences (personal organisation and planning) • Central coherence differences (arranging the details/making connections) • Differences in thinking styles

“If he can’t learn the way you teach, can you teach the way he learns?” Karl Rogers

so what will make all the difference

so what will make all the difference • A contemporary understanding of autism

so what will make all the difference • A contemporary understanding of autism • Addressing the Autism

‘Our job is to support and challenge’ Mary McKellar Nurture Training Officer Glasgow

so what will make all the difference • A contemporary understanding of autism • Addressing the Autism • Understanding the learning style

so what will make all the difference • A contemporary understanding of autism • Addressing the Autism • Understanding the learning style • Understanding the strengths and capabilities

so what will make all the difference • A contemporary understanding of autism • Addressing the Autism • Understanding the learning style • Understanding the strengths and capabilities • Increasing opportunities to interact with peers

How does he/she learn? What do we need to prioritise?

How does he/she learn? What do we need to prioritise? • Environment

How does he/she learn? What do we need to prioritise? • Environment • Content

How does he/she learn? What do we need to prioritise? • Environment • Content • Teaching style/delivery/connections

“Consider the sensory stimulus in a classroom: the glare of strip lights, the wall displays of paintings and projects, all the colours and endless information. We observe about 70% of our information from our environment visually. With all the other energy involved, is it any wonder the child with Autism has problems deciphering? Think of the sounds and smells of a classroom, the feel of the seats and desks! No wonder they become overwhelmed …

“Consider the sensory stimulus in a classroom: the glare of strip lights, the wall displays of paintings and projects, all the colours and endless information. We observe about 70% of our information from our environment visually. With all the other energy involved, is it any wonder the child with Autism has problems deciphering? Think of the sounds and smells of a classroom, the feel of the seats and desks! No wonder they become overwhelmed … Add people into the mix.”

“Consider the sensory stimulus in a classroom: the glare of strip lights, the wall displays of paintings and projects, all the colours and endless information. We observe about 70% of our information from our environment visually. With all the other energy involved, is it any wonder the child with Autism has problems deciphering? Think of the sounds and smells of a classroom, the feel of the seats and desks! No wonder they become overwhelmed … Add people into the mix.” “All Because of Henry” Nuala Gardner

How does he/she learn? What do we need to prioritise? • Environment • Content • Teaching style/delivery/connections

ADHD, , Aut utis ism, Dysle lexia & Dyspraxia ia Understanding & & Supporti rting Students s in Mai ainstr tream Setti tings A One ne Day y Conf onferenc nce 3rd Nov ovember 2017, Glasgow A CPD Eve vent burstin ing with h know owle ledg dge upda dates & practic ical l strategie ies so yo you u can n make a difference! For More Information and To Book: www www.medicacpd.com Tel: 0141 638 4098