Title: Hertfordshire Autism Handbook For Schools
Type of the resource: Handbook/Guide/Manual
Funded by: Greenside school
Authors: Dean Beadle
Type of disability: Autistic Spectrum Disorder
Target education level: Early childhood
Primary education
Secondary education
Language(s): English
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
All Hertfordshire Special Schools share a common understanding of Autism Spectrum Conditions and work to the same principles. They all draw upon a range of effective teaching methods to provide a holistic approach, taking into account the full range of children’s educational, social and emotional needs. Nevertheless, each school is unique in character and in the curriculum it provides which adds to the richness and diversity of provision in Hertfordshire. This handbook therefore reflects both the individuality of the schools as well as their shared values, approaches and understanding of Autism.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
• No two children with autism are the same. Each child is unique therefore support should be tailored to meet individual needs and the same child may need different approaches at different times.
• A holistic approach is best for children meaning that we draw on a range of approaches to address all aspects of a child’s development. No single approach provides for all of an individual’s needs.
• Communication needs should be addressed in every aspect of the curriculum and daily school life.
• We need to develop each child’s understanding of the world around them and develop their thinking to enable them to deal with change and the unexpected.
• Working alongside families is critically important in developing life skills.
• Continuity and consistency are essential in supporting children at times of transition (both micro and macro).
• Sensory issues can be effectively addressed through adaptations to the learning environment and provision.
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
It is estimated that at least 1 in 100 children under 18 in the UK has an Autism Spectrum Condition (ASC). An ASC is a lifelong developmental disability that affects the way a person communicates with, and relates to, other people. It also affects how they make sense of the world around them. It is a spectrum condition which means that, while all people with autism share certain difficulties, their condition will affect them in different ways. More boys are diagnosed with an ASC than girls.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
1) Foreword by Dean Beadle
2) Introduction.
• purpose of the handbook
• statement of shared understanding, principles and approaches
• names of special schools
3) What is an Autism spectrum Condition?
4) Greenside school’s approach.
5) Nationally recognised teaching frameworks and approaches.
- SPELL
- Intensive Interaction
- PECS
- TEACCH
- Social Stories©
- SCERTS®
- AAC
- Sensory Integration
- ELKLAN
- HERTS STEPS
6) Managing Transitions in Hertfordshire.
7) List of Hertfordshire Special Schools.
8) Support services and groups for children with Autism Spectrum Disorders and their families.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://www.greenside.herts.sch.uk/Learning/PDFs/ASC/AUTISM%20HANDBOOK%20GREENSIDE%20Final.pdf
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