Changes for the child between 5-11years

NAS 3rd. October 2009

Melissa Sartin Suzanne SkippageSpecialist Speech and ASD Primary OutreachLanguage Therapist

Starting Primary School

Time of anxiety for all children/parents

Preparation is vital Tell school the diagnosis and any

professionals involved Get to know the SENCO but don’t

overwhelm her – she/he will not have time to read every book you have found so helpful!

Possible areas of difficulties

Leaving home to go to school Independence Following the adult agenda Understanding what to do Socialising Managing hall (PE/Assembly) Playtime Toilets Going home and parental expectations Holiday time

Tips…

Visit the first time when the children have gone – take photos

Follow up with short visits – in addition to the regular induction programme

Make booklet for summer break Check out how the first day is managed Lunch box v school lunch Transition item? Make firm rules and stick

with them

To consider…

Can your child take themselves to the toilet and wash hands?

Can they dress themselves? (dressing sequencing aid) The average 5 year old has many skills – are you

overcompensating for ASD? N.B. The average 5 year old is also still learning! Will you need to set extra time in the morning so that

they are not rushed and therefore anxious? (timetable of morning routine)

The teacher may be able to give you a timetable of what is happening each day, can you make this into a timetable for your child and go through it in the morning?

Your reaction may unsettle them – say goodbye once and go

Do they know who will pick them up?

The adult agenda

ASD children often control because not sure of what is happening and want things to be predictable

ASD Outreach teams will be able to support teachers to give strategies if this is a problem

Being able to ask for help appropriately

Socialising

Not wanting to socialise v. wanting to but not being able

Some are very happy with own company

If want to but can’t… Adult initiating and then bringing in one child etc. Rota of children to play Buddy circle/friendship bench etc. Explicit teaching as child matures

End of day…

Don’t bombard child with questions Remember they will be very tired Anything they do say may have a different

perspective on it – don’t assume that it is exactly what happened

May expect you to know what went on so try to keep in touch with school (remember there will be about 30 others in the class!)

Home school link book/agree a system with class staff

Try to have a winding down time routine at home (do they have their own strategy?)

Holiday breaks…

Often a time of stress School day becomes a safe routine May consider having a visual timetable for

activities in breake.g. Swimming; visit X; Mummy’s cleaning day; park

(alternate between their preferred activities with things that need doing)

They can accept change, but if at all possible prepare them for this

Moving on and up… The child will change as they get older…! The expectations between KS1 and KS2

are different and so new aspects will need tackling

Language becomes more sophisticated Hormones may kick in earlier with our

children – start to think how this will be handled (you need to be prepared before)

When will you let your child know they have an amazingly different way of looking at the world? (again you need to prepare yourself before)

Transition…

New class Don’t assume they will have taken on board

they are going to a new class It’s all new – treat like the start of school (not so

detailed)Secondary school Old anxieties resurrected (child and parent) Make sure that transition programme is as

thorough as the Primary start ASD Outreach for Secondary schools

Enjoy your child – their view on life is unique!