Students with a Autism Spectrum Disorder

Description of Student
  • Able to work on same tasks as peers with some additional support.
  • Expressive and receptive language skills expected levels or with mild difficulties.
  • Some difficulties with social use of language.
  • May require some additional explanation of concepts.
  • Poor conversation skills.
  • Some social difficulties.
  • May be aware of their own difficulties.
  • Interested in peers, wants to have friends but needs help with this.
  • Occasional mild anxiety. Can be "talked through" problems.
  • Able to use "within class" calming strategies.
  • Behaviour does not affect learning.
  • Is not aggressive, disruptive or passive. 
The types of intervention and support
  • All teachers are teachers of children with special educational needs (COP 5:2)
  • Whole school awareness and understanding of autism and its implications for the social and academic curriculum.
  • Students on the autism spectrum will access strategies and resources typically available in the ordinary classroom e.g. time taken by teacher to explain change in routine, task management strategies, visual prompts, reassurance.
  • Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching may be helpful.
  • Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for students.
  • Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
  • May require some additional support from Learning Support Assistants in lessons.
  • May benefit from focused/small group intervention from Aspire.
The learning environment
  • Simple changes to the classroom environment (including awareness of sensory issues) to support the individual.
  • Sensitively placed when working in groups.
  • Staff to consider individual seating arrangements.
  • Changes to be discussed in advance with the individual.
Partnership with parents, carers and other agencies
  • Involvement from the Complex Communication Difficulties Team (CCDT).
  • Review meetings with the young person, parents and external agencies (as appropriate). 
Progress indicators
  • The student is able to access curriculum content.
  • The student is making expected levels of progress, which is in line with their peers.
  • The student is fully integrated in lessons.
  • The student is able to apply coping strategies in lessons to help manage anxiety.
  • The student is able to respond positively in social situations.
featured
Hanley Castle Update - February 2019
Hanley Castle Update - February 2019
Hanley Castle UpdateFebruary 2019The new year started with the exciting news that Welland Primary Sc...
Worcester Geographical Association Awards
Worcester Geographical Association Awards
Congratualtions to the following for excellent entries into the Worcester Geographical Association a...
Clive and Sylvia Richards visit Hanley Castle to open new PE facilities
Clive and Sylvia Richards visit Hanley Castle to open new PE facilities
Clive and Sylvia Richards visit Hanley Castle High School to open magnificent new PE facilitiesOn 2n...
@TeacherToolkit We also give staff a school day off every year once they’ve done...
Hanley Castle Y7 Entrepreneurs
Hanley Castle Y7 Entrepreneurs
Grant Thornton inspires entrepreneurship in Hanley Castle High School studentsOn April 4th Hanley Ca...
NCS Silver Award for Hanley Castle
NCS Silver Award for Hanley Castle
On Wednesday NCS came into school to give out t-shirts to Y11 students undertaking the programme in ...