Delivering Outstanding SEND Delivering Outstanding SEND Provision ConferenceProvision Conference

Practical strategies to Practical strategies to successfully manage challenging successfully manage challenging

behaviour of your autistic behaviour of your autistic studentsstudents

ByBy

Gareth D Morewood Gareth D Morewood Director of Curriculum Support, Priestnall School, Director of Curriculum Support, Priestnall School,

StockportStockportHonorary Research Fellow, University of ManchesterHonorary Research Fellow, University of Manchester

2121stst March 2013 March 2013

Setting the scene…Setting the scene…

• A truly comprehensive secondary school A truly comprehensive secondary school with approx. 1210 students aged 11-16with approx. 1210 students aged 11-16

• Priestnall School – ‘outstanding’ (OFSTED, Priestnall School – ‘outstanding’ (OFSTED, 2011) including ‘outstanding’ provision 2011) including ‘outstanding’ provision for young people with SEND (OFSTED, for young people with SEND (OFSTED, 2004, 2008, 2011)2004, 2008, 2011)

• Working with a range of students, Working with a range of students, trainees and UoM in supporting students trainees and UoM in supporting students with ASCwith ASC

What is going to happen?What is going to happen?

• Give you a context where including Give you a context where including young people with needs on the autistic young people with needs on the autistic spectrum has recorded some successspectrum has recorded some success

• Highlight some of the our ways of Highlight some of the our ways of working to meet the needs and working to meet the needs and minimise risksminimise risks

• Offer some ideas on how you can Offer some ideas on how you can include young people with ASC in your include young people with ASC in your schools and settingsschools and settings

Does Every Child Does Every Child stillstill Matter?Matter?

• Being HealthyBeing Healthy

• Staying SafeStaying Safe

• Enjoying and AchievingEnjoying and Achieving

• Making a Positive ContributionMaking a Positive Contribution

• Economic WellbeingEconomic Wellbeing

The Challenges …The Challenges …• Inclusion is not just about going to mainstream Inclusion is not just about going to mainstream

school – it is about presence, participation, school – it is about presence, participation, acceptance, and achievement…acceptance, and achievement…

• Students with an ASC are around 8 times more Students with an ASC are around 8 times more likely to be permanently excluded from school likely to be permanently excluded from school than students without SEND (0.27% compared to than students without SEND (0.27% compared to 0.04%) (DCSF, 2009; 2010)0.04%) (DCSF, 2009; 2010)

• They are most likely to be excluded due to a They are most likely to be excluded due to a physical assault against another student or adult physical assault against another student or adult (DCSF, 2010)(DCSF, 2010)

• TeachersTeachers’’ relationships with students with ASC are relationships with students with ASC are associated with the amount of problem behaviour they associated with the amount of problem behaviour they display and their social inclusion within the classroom display and their social inclusion within the classroom (Robertson, Chamberlain & Kasari, 2003)(Robertson, Chamberlain & Kasari, 2003)

• Teachers experience tensions relating to frustration over Teachers experience tensions relating to frustration over the enduring effects of emotional and behavioural the enduring effects of emotional and behavioural manifestations of ASC (Emam & Farrell, 2009) manifestations of ASC (Emam & Farrell, 2009)

• ““Children with an ASC… provide an excellent example Children with an ASC… provide an excellent example of... where significant cracks exist in the system, to the of... where significant cracks exist in the system, to the detriment of those who fall between themdetriment of those who fall between them”” (HOCESC, (HOCESC, 2006, p.18)2006, p.18)

• There is often an assumption that because of student There is often an assumption that because of student with ASC is academically able, they should be able to with ASC is academically able, they should be able to cope in mainstream (Moore, 2007)cope in mainstream (Moore, 2007)

• Difficulties in social interaction and communication can Difficulties in social interaction and communication can increase the risk of and exposure to bullying and social increase the risk of and exposure to bullying and social isolation (NAS, 2006)isolation (NAS, 2006)

• Preference for routine, predictability and low sensory Preference for routine, predictability and low sensory stimulation is at odds with the noisy, bustling and often stimulation is at odds with the noisy, bustling and often chaotic mainstream school environment – meaning it can chaotic mainstream school environment – meaning it can be a very stressful place for students with an ASC be a very stressful place for students with an ASC (Carrington & Graham, 2001) (Carrington & Graham, 2001)

• Typical cognitive profile and preferred Typical cognitive profile and preferred learning style of students with an ASC can learning style of students with an ASC can challenge professional assumptions about challenge professional assumptions about teaching and learning (Jordan, 2005)teaching and learning (Jordan, 2005)

• So, with there being significantly increased So, with there being significantly increased risks associated with having needs on the risks associated with having needs on the autistic spectrum and being in mainstream autistic spectrum and being in mainstream schools – what can we do?schools – what can we do?

Starting with provision – how to ‘set Starting with provision – how to ‘set up’ …up’ …• Morewood, Humphrey & Symes (2011): Morewood, Humphrey & Symes (2011):

Mainstreaming autism: making it work. Mainstreaming autism: making it work. Good Good Autism PracticeAutism Practice, 12, 62-68., 12, 62-68.

• EnvironmentEnvironment

• Peer education and awarenessPeer education and awareness

• Direct [specialist] supportDirect [specialist] support

• Clear policy and guidanceClear policy and guidance

• ‘‘Safety net’Safety net’

• Creative school structures and learning Creative school structures and learning opportunitiesopportunities

• Children and young Children and young people may also show:people may also show:– Unusual responses to Unusual responses to

sensory stimuli which can sensory stimuli which can affect many aspects of affect many aspects of everyday lifeeveryday life

– ImpulsivityImpulsivity– Difficulties with attention Difficulties with attention

controlcontrol– Unusual levels of anxiety Unusual levels of anxiety

and arousaland arousal

Additional considerations…Additional considerations…

Don’t forget the positives…Don’t forget the positives…• People on the spectrum People on the spectrum

may also:may also:– be loyal and dependablebe loyal and dependable– have exceptional have exceptional

memorymemory– display persistence in display persistence in

pursuing topicspursuing topics– adhere meticulously to adhere meticulously to

routines and appreciate routines and appreciate orderorder

– have particular areas of have particular areas of knowledge, skill, etc.knowledge, skill, etc.

Immersion is an important Immersion is an important strategystrategy• To move a school towards being ‘autism-To move a school towards being ‘autism-

friendly’ it needs to be friendly’ it needs to be saturatedsaturated in in understanding and awareness…understanding and awareness…

• It is hard, but a whole-school rolling It is hard, but a whole-school rolling response; supporting, educating and response; supporting, educating and developing the understanding of everyone developing the understanding of everyone involved is key…but it is not easy! involved is key…but it is not easy!

Peer education is Peer education is essential…essential…• Other children may:Other children may:

– resent extra attention given to child with ASCresent extra attention given to child with ASC– be hurt if their social advances are ignored or be hurt if their social advances are ignored or

rejectedrejected– be distracted/disruptedbe distracted/disrupted– feel child ‘gets away’ with thingsfeel child ‘gets away’ with things– be nervous of or frightened by the child with an be nervous of or frightened by the child with an

ASC ASC

• In some cases may respond by, ignoring, teasing, In some cases may respond by, ignoring, teasing, ‘winding him up’ or bullying‘winding him up’ or bullying

‘‘The education The education of the peer of the peer group is an group is an

essential part of essential part of moving towards moving towards a truly inclusive a truly inclusive

community’community’

Gareth D Morewood, 2011Gareth D Morewood, 2011

Agent Agent of of

changechange

So where can you start?So where can you start?

•An ‘autism friendly’ environmentAn ‘autism friendly’ environment•physical environmentphysical environment

•social environmentsocial environment

•communication environmentcommunication environment

•emotional environmentemotional environment

•Provision of an inclusive structureProvision of an inclusive structure

•Visual support for learningVisual support for learning

BUNSEN BURNER

Tripod & Gauze

The Physical EnvironmentThe Physical Environment

• Need to consider the physical Need to consider the physical characteristics of each classroom, characteristics of each classroom, corridors, playgrounds, etc.corridors, playgrounds, etc.

• What difference will the environment What difference will the environment make?make?

• How can you compensate for this?How can you compensate for this?

• TEACCH methods – screens and TEACCH methods – screens and booths…booths…

The Social EnvironmentThe Social Environment

• Most children enjoy the social aspects Most children enjoy the social aspects of school of school

• Which parts of the day are most Which parts of the day are most socially demanding?socially demanding?

• There is a need to consider the child’s There is a need to consider the child’s whole day – home & schoolwhole day – home & school

• How can you ease the social How can you ease the social demands?demands?

The Communication The Communication EnvironmentEnvironment• The child may have good conversational The child may have good conversational

skills but their comprehension may be poorskills but their comprehension may be poor

• May misinterpret or ignore humour, irony May misinterpret or ignore humour, irony and sarcasmand sarcasm

• May have difficulty with new vocabularyMay have difficulty with new vocabulary

• Often cannot indicate that they have not Often cannot indicate that they have not understood understood

• What steps can you take to change the What steps can you take to change the communication environment?communication environment?

The Emotional EnvironmentThe Emotional Environment• The young person may:The young person may:

– feel that they are in a position of powerlessnessfeel that they are in a position of powerlessness– feel under constant scrutiny especially if they feel under constant scrutiny especially if they

have one to one supporthave one to one support– Have poor/incorrect self-image and low self-Have poor/incorrect self-image and low self-

esteemesteem– not have time to engage in activities they enjoynot have time to engage in activities they enjoy

• Expectations may be unrealistic - either Expectations may be unrealistic - either too high or too lowtoo high or too low

• What can you do to modify the emotional What can you do to modify the emotional environment?environment?

Feelings thermometerFeelings thermometer

• Current state of emotion can be represented Current state of emotion can be represented visually on a scale visually on a scale

• Some people learn to recognise their own Some people learn to recognise their own feelings and may be able to use calming feelings and may be able to use calming strategies – different strategies might be used strategies – different strategies might be used at different points on the scaleat different points on the scale

• 20 degrees – ask for help20 degrees – ask for help

• 30 degrees – breathing exercises30 degrees – breathing exercises

• 50 degrees – leave the room50 degrees – leave the room

Emotional Regulation … Emotional Regulation … key!!!key!!!

• Supporting Supporting emotional emotional regulation is regulation is essential…essential…

How can you develop How can you develop provision?provision?• There is a clear need to be pro-active with There is a clear need to be pro-active with

supportive systems…supportive systems…

• NOT re-active with sanctions and punitive NOT re-active with sanctions and punitive measures…measures…

• Strip each incident/situation back to the Strip each incident/situation back to the starting points – what can be done starting points – what can be done differently?differently?

• How can provision evolve to minimise risks?How can provision evolve to minimise risks?

Rewards ...Rewards ...

• Schools may have a reward system that Schools may have a reward system that may mean less to student with autismmay mean less to student with autism

• It need to set realistic, achievable It need to set realistic, achievable targetstargets

• Rewards may need to be more Rewards may need to be more immediate and tangibleimmediate and tangible

• What reward systems do you use and What reward systems do you use and how effective are they?how effective are they?

Don’t forget Don’t forget to make to make rewards rewards

appropriate appropriate and and

immediate…immediate…

Additional information…Additional information…

• Lots of resources and information:Lots of resources and information:www.gdmorewood.com

• Especially the illustrated pamphlet: Especially the illustrated pamphlet: Dos Dos & Don’ts for Supporting Students & Don’ts for Supporting Students with ASC in Mainstream Schoolswith ASC in Mainstream Schools

• And from the ESRC website:And from the ESRC website:www.asdinclusion.info

Thanks for listening...Thanks for listening...

Gareth D MorewoodGareth D MorewoodDirector of Curriculum Support, Priestnall SchoolDirector of Curriculum Support, Priestnall School

& Honorary Research Fellow, University of Manchester& Honorary Research Fellow, University of Manchester

www.gdmorewood.com

Illustrations by Naomi Langton (2012)Illustrations by Naomi Langton (2012)