presented by raewyn higginson asd advisory teacher (2009-2010)
TRANSCRIPT
Autistic Spectrum Projectin an urban school cluster
Presented by Raewyn Higginson ASD Advisory teacher (2009-2010)
Margaret Chatfield
Today
Project OutlineThe beginningMidwayOutcomesSuccess, barriers and sustainability
The beginningRTLB:
Identified a need in the cluster and initiated the project
Application for funding thru EPF (MoE)Formation of the ASD cluster – Management
committeeAppointment of consultant – Pro. Jeff Sigafoos (VU)
Employment of the ASD advisory teacherFinalised outcomes and overall programme plan
(in consultation with RTLB and management).Instigated pre data collectionDeveloped and ran the professional development
plan
Project OutlineTwo year project funded through MoE.Included nine schools – six primary, two
intermediate and one college.Eligibility of child: Years 1-10, formal
assessment, not ORRS or SLS funded.Outcomes were evidence-based (through
initial and on-going data collection).Multi-layered information sharing process
Whole cluster meetingsIndividual school staff meetingsMentoring of teachers
Projected Programme Outcomes To improve educational outcomes for students with
ASD by improving identification and using appropriate and adapted learning strategies.
To improve teacher practice and capabilities to adapt programmes to cater for the needs of all students with ASD.
School systems will be better able to cater for the needs of all students with ASD, potentially freeing up Special Education Grant and other resources for other children.
Transitions between classes and schools will be established for students with ASD.
Networks of support between schools are established.
Needs AnalysisPre Project Data Collection
Inclusion Contact Knowledge Triad Sensory Issues
Strategies1
1.5
2
2.5
3
3.5
4
4.5
5
Averages of ASD survey results
Itinerant TeachersSchool LeadershipTeachersOthers
Likkert Rating Averages
Staff Meetings2009CompulsoryIntroduction to the Project and ASDTransition and Change2010 Were voluntary : SMT chose from:Classroom ManagementCurriculum AdaptationChallenging BehaviourSocialisation and Bullying
Teacher MentoringWas voluntary – approx. 50%+ asked for assistance.Could involve:Observations in the classroomFeedback / feed forward, scaffolding on what the teacher
already knew.Sourcing or making resources (e.g. visual schedules , social
stories).Liaison with parents.Facilitation of /or contributions at IEP meetings.Referrals to appropriate agencies (e.g. MoE SE, Tautoko
Services, CAMHs)Assistive Technologies applications (for laptops and
software).Mediator role – between home and school / student’s needs
and teacher perception.Up skilling individual students on specific negotiated skills.
Other Professional Development One cluster meeting for all project
schools and invited others from the area (n=162 attendees). An invited Paediatrician and Psychologist discussed their occupations and perspective on ASD.
SENCO meetings to address concerns and establish next steps.
Teacher Aide professional development / training
Parent meeting in Term 4Two ‘TIPS for Autism’ courses
Midway - BouquetsParents responses were positiveTeachers were
Increasingly including the students in the classrooms.
Able to monitor and reflect the academic progress of the students through IEPs.
Confidence growth in teaching children with ASD.ASD project asked to provide professional
development for the police around ASD.Positive feedback from teacher aides at their
professional development.Less referrals to RTLB for assistance with ASD
students from project schools.
Midway - Brickbats Project involvement was not compulsory for teachers.Teacher resistance to ?Two schools had not informed the staff of
the project and requirements.Changes in Senior Management /
SENCOs.Introduction of National Standards’ focus.Schools not scheduling all the staff
meetings.
Programme Outcomes reminder To improve educational outcomes for students with
ASD by improving identification and using appropriate and adapted learning strategies.
To improved teacher practice and capabilities to adapt programmes to cater for the needs of all students with ASD.
School systems will be better able to cater for the needs of all students with ASD, potentially freeing up Special Education Grant and other resources for other children.
Transitions between classes and schools will be established for students with ASD.
Networks of support between schools are established.
Educational outcomes for students with ASD have improved with better identification, and use of appropriate and adapted learning strategies. Specifically:Increased teacher awareness and
understanding;Children are generally happier to attend
school;Parents less anxious and more resilient;Significant increase in the use of ASD
inclusive strategies.
Most teachers recognised a need to change their practice and adapt programmes.
Inclusion Knowledge Triad Sensory Issues Strategies Added value0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Teacher Responses
20092010
Most project schools have the ability to cater for the needs of students with ASD without using additional resourcesSpecifically:All project schools now have the ASD
resource kitSENCOs who took an active part in the
project have the ASD knowledge to share or know where to find the information.
The non project schools RTLB referral of students with ASD remained constant, however the project schools RTLB referral rate decreased by 37%.
Timely transitions between classes and schools have been established.
SENCO are now more aware of the necessity to share information and give the child opportunities to visit their new school / class.
Teachers and SENCO were doing this under their own initiative by Terms 3,
2010
Networks of support between schools are established.
The ASD project built upon already existing networks however the schools will need external support (through RTLB? MoE SE? other?) for these to continue.
Successes
Many teachers engaged and were willing to try new things.
Students with ASD were more engaged in regular classrooms.
Parents less anxious and more able to advocate for their child.
IEPs were more solution focused on the child’s needs.
Improved transitions between schools and classrooms
Increased use of inclusive ASD strategies in classrooms.
Better understanding of ASD behaviours – children with ASD no longer labelled as ‘naughty’
Reduced confusion of ASD with other conditions.
Establishment of a Parent ASD support group in this urban area
Spin off professional development for the area’s police in ASD characteristics and the Justice system.
BarriersInternal issuesTeacher resistance to guidance and adviceNon participation in staff meetings.Lack of senior management engagement
in a couple of schools
External IssuesDifficulties getting diagnosis from the
health system (now a 12 month wait)Time – the ASD project needed another
year to embed the new learning. Implementation of National Standards
Finally …Report with findings and recommendations
was sent to project schools, MoE and Autism NZ.
Parents are more informed and have expectations of schools to provide inclusive programmes.
Individual teachers will pass on the strategies and knowledge to others – osmosis effect.
Less referrals to RTLBs and MoE SE from project schools.
QuestionsComments Concerns