Autism Spectrum Disorder (ASD): Provision (Secondary)

SEN support for pupils with provided from school’s delegated budget

Class/ group examples / Notes
Studentsmayneedaccessto:
  • Flexible teachingarrangements;
  • Helpin acquiring, comprehendingandusinglanguage;
  • Helpin articulation;
  • Helpin acquiringliteracy skills;
  • Where necessary,helpin usinglowlevel alternative meansofcommunication;
  • Support inusingdifferentmeansofcommunication confidently for a rangeofpurposes;
  • Support inorganisingand coordinatingoralandwritten language.
  • Withdrawal facilitiesprovided fortimesof stress.
  • Opportunitiesforthe developmentof socialinteraction andcommunicationskills
/ Visual aids around the environment to support routines (e.g. canteen procedures, media suite procedures) and expectations (e.g. listening skills, independent activities, tidying). These visual aids to be referred to frequently alongside simple verbal statements
All staff directly linked with pupil to be trained in using appropriate communication strategies. These staff to be consistent in using strategies and understand the concepts behind the approach.
All staff directly linked with pupil to be aware of current targets or focus for social and communication skills, from any separate intervention. Enhancing application of skills taught in intervention, into everyday use and developing independent use of strategies.
Designated ‘quiet’ or ‘safe’ area for the pupil in the classroom where possible. other pupils and staff to be aware when that area is specifically needed for the pupil and is not available to others. Systems in place so it can be easily seen when the pupil is not to be disturb in this area.
Audio recordings (possibly using ‘talking tins’ or tablet device) where children can independently hear vocabulary linked to visual aids, or sentence structures linked to activities/ instructions
Staff tomonitor students duringbreak timesandlunchtimes andhavestrategiesinplace toreduce anxietyduring unstructured times. / Where possible a familiar adult from the classroom to also be on duty during these times, for example the classroom Teaching assistant to also be the lunchtime supervisor.
Communication systems in place for classroom and break time staff to share information on a daily basis
Curricular language willbenefit from‘scaffolding’ approaches. Additional accesstoI.T.may be necessary. / Audio recordings (possibly using ‘talking tins’ or tablet device) where children can independently hear vocabulary linked to visual cues, or sentence structures linked to activities/ instructions (e.g. on independent activities, topic vocabulary displays, sounds related to small world play e.g. car engine, siren, farm animal)
Short video recordings, giving expectations for activity/ classroom area, allowing pupils to visually see exactly what is required while hearing correctly modelled simple speech
Interactive books
Microphones/ ‘talking tins’ to record and playback speech
The studentmayneedconsiderable preparationfor changes inroutine. / Whole class/ group activities around the change in routine, before the event, for example, creation of scrap books to take to new class or share with the new adult
Several discussions around the change. If possible link with story books. Whole class/ group given the opportunity to share things which they are looking forward to and any worries
Provisionmaptargetswillbe addressedthroughindividual, smallgroupandclassworkwithinthe curriculumframework. / Relevant adults to be aware of provision map targets and to incorporate them into classwork, where possible, to develop consistency in the use of skills and applications to all areas.
Relevant adults to be aware of targets and to offer specific praise when intervention skills are used independently and successfully in class.
Strategiesused tofacilitatetransfer fromone school/teacher toanother,mayincludepassports,one page profiles,a familiarisationbookof photosofthe newenvironment, a file of copingstrategies/equipmentandsocial stories. / Adults working with the pupil to be actively involved in the creation of the information. Peers to be involved in identifying the pupil’s strengths and what others like and admire about the pupil.
Structured programmesofworkmayneedtobe clearly set outvia avisual timetable. / Visual aids/ structures around the environment to support routines (e.g. Visual aids around the environment to support routines (e.g. canteen procedures, media suite procedures) and expectations (e.g. listening skills, independent activities, tidying). These visual aids to be referred to frequently alongside simple verbal statements
Whole class visual schedule for the day.
There shouldbeconsistency withinthe classroomintermsof organisation, structure, routines,space andplace. / Consistency amongst adults in the structure in which praise and consequences are given.
Designated classroom areas to remain, and where changes are required, time is given to prepare pupils to which changes may cause stress.
Daily routines to remain the same and consistently applied across all adults. For example, where pupils line up to leave the classroom, the routine for collecting belongings to go home and how the pupils are handed over to parent/carer
Student may need access toaworkstationandequipmentfor AugmentedandAlternative Communication(AAC)e.g. Picture Exchange CommunicationSystem(PECS) (2:1 ratiomaybe necessary inearlystages),signingor due tosensory integrationdifficulties. / Staff training on AAC and the select approach for the child.
System in place to be used consistently across all aspects of the curriculum and across all adults.
Other pupils in class to be part of the AAC system, where possible to allow communication with the pupil
Workstation in the classroom, which is identified as the pupil’s individual space, by all adults and other pupils.
Considerationmayneedto be given tothephysical environment / Awareness of the need for access to quieter areas.
Awareness of any areas/ places which may cause the pupils stress and the appropriate strategies to reduce this.

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