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

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

Dec 29, 2023 177 likes •549 views

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

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

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What is Autism?

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What is Autism?

A working definition?

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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
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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.’

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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.’

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addressing the challenges to equality

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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

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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.

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a view from an OFSTED inspector

Charlie Henry, HMI National Lead for Disability and SEN February 2014

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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

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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

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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

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

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so what will make all the difference

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so what will make all the difference

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

  • A contemporary understanding of autism
  • Addressing the Autism
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‘Our job is to support and challenge’

Mary McKellar

Nurture Training Officer Glasgow

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so what will make all the difference

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

  • A contemporary understanding of autism
  • Addressing the Autism
  • Understanding the learning style
  • Understanding the strengths and capabilities
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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
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How does he/she learn? What do we need to prioritise?

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

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

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

  • Environment
  • Content
  • Teaching style/delivery/connections
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“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

  • ur 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…

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“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

  • ur 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.”

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“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

  • ur 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

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

  • Environment
  • Content
  • Teaching style/delivery/connections
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