Enabling Children with Autism and Learning Difficulties to Access the Curriculum By Jean Loy

Lev Vygotsky (1896-1934),(Allen & Gordon 2012) ‘Although the disability is a biological fact, the educator is confronted not so much by the biological facts but by their social consequences’ Lev Vygotsky (1896-1934),(Allen & Gordon 2012)

An Overview Formulating the research question Reviewing the literature Research methods and methodology The Participants Gathering Data Findings Discussion Recommendations

The Literature Review Autism Learning Difficulties Evidence Based Intervention The Curriculum Access to the Curriculum IEPs Inclusion

What is autism? ‘Autistic aloneness’ (Kanner, 1943, p.249) A triad or dyad of impairment A spectrum of conditions Social communication difficulties Narrow and repetitive interests (Baron-Cohen, 2008, p.1; Johnson & Myers, 2007, p.1185; Wing, 1996, p.25 ; Wing, Gould & Gillberg, p.768) It is diagnosed according to behavioural criteria It is a pervasive developmental disorder affecting every aspect of functioning More common in boys than girls. A figure of 10 boys for every girl has been suggested (Baron- Cohen, 2002, p.251) A prevalence of at least 1 in 100 has been suggested

What is autism like? ... ‘it must be like trying to see the world through a kaleidescope and trying to listen to a radio that is jammed with static at the same time’ and that ‘the world of the non-verbal person with autism is chaotic and confusing’ (Grandin, 2009, p.48) A parent gives this description where he describes his daughter’s autism as ‘a wall that couldn’t be breached, locking her in and us out’ (Fleischmann, 2012)

Learning Difficulties In special schools: IQ of less than 70 SESS.ie Draft Guidelines for pupils with mild, moderate or severe learning difficulties A search of the literature for autism and learning difficulties yields very few results (Jordan, 2001) ‘Teaching approaches commonly employed with those with severe learning difficulties can also be used effectively with those who are autistic (Farrrell, 2001, p.4)

Teaching Methodology Contructivism- Piaget, educational paradigm underlying Revised Primary Curriculum of 1999 Underlying principles: Child-centred nature of curriculum; unconditional positive regard- (Rogers, 2004) Behaviourism (Albertini & Troutman) Eclectism and evidence-based intervention for ASD

Evidence Based Intervention Applied Behavioural Analysis TEACCH: Teaching and Educating children with Autism and other communication related handicaps (Schopler et al., 2004) PECS: Picture Exchange Communication System (Bondi & Frost, 1994) LAMH: Modified Irish sign language Intensive interaction/Hanen (Caldwell, 2005) Social Stories ( Gray, 1990)

The Curriculum Revised Primary School Curriculum (1999) aim: ‘To develop each child’s potential to the full’ and ‘encourage a love of learning’ This aim is the same for all children, regardless of ability ‘It is important to emphasise that the individual planning process is firmly embedded in the existing curriculum (Griffin & Shevlin, 2011, p.14) Tension between rhetoric of constructivist methodologies, large class sizes and perceived pressure to cover content (Murphy, 2004, p.255) ‘Enabling the student to make the greatest possible use of his or her senses is the very necessary first step’(NCCA.ie, 2014) Making the curriculum accessible: Universal Design. (Orkwis & McLane 1998; Bender , 2012)

Individual Education Plans The IEP has been referred to as ‘the most prominent document in special education’ (Prunty, 2011, p. 27) The NCSE identifies IEPs as best practice Research suggests that teachers agree that the inclusion of the voice of the student was likely to enhance the IEP process (Prunty, 2011)

Research and Research Methods Research: What is research? Action Research: Participant Researcher The Research design for this project Research Methods: Case Study and Interview Setting up the project Ethical Considerations Technical Issues

Research Methodology This was a qualitative research project seeking to represent the experiences, feelings and ideas of the participants Constructivist, advocacy, ethnographic research (Crotty, 1998) Constructing meaning through coding: interpreting the participant’s voice (Charmaz 2014; Lincoln & Strauss)

The Participants The researcher: participating as teacher ‘Jon’ and ‘Joseph’, case study participants Colleagues in researcher’s school Two other special schools A mainstream school

Gathering Data: The Schedule Interview Date Participant Teacher 1 9th February 2015 Participant Teacher 2 11th February 2015 Participant Teacher 3 Focus Group 1 4th March 2015 Participant Teacher 4 5th March 2015 9th March 2015 Participant Parent 1 11th March 2015 Participant Parent 2 19th March 2015

Findings OverarchingThemes: 1. Evidence based practice 2. Inclusion 3. Resources Addressing the research question Giving participants a voice

Findings Six participant teachers were of the opinion that a lack of social skills and an inability to communicate were the main barriers to inclusion in access to the curriculum Linking IEP goals to the curriculum: findings indicate an underdeveloped process in Ireland Overwhelming majority of teachers felt that they had insufficient resources for their students Geographical discrepancies with regard to access to SESS training Many SESS courses oversubscribed (DES, 2012, p.77) Parents in this study did not see access to the curriculum as important for their children

Discussion Revisiting the research question Revisiting the literature in the light of the findings (Agran et al., 2002, 2006) Evidence based practice: ‘A necessary feature...’ ‘Technical Eclecticism’ (Odom et al., 2012) Education versus therapy ‘Multi-agency support’ ( Parsons, 2011, p.4) Proactive approach to teaching functional skills (Participant teacher 3)

Recommendations An eclectic methodology based on a sound knowledge of the EBI is recommended for this cohort of pupils i.e. ‘technical eclecticism’ Proactive approach to the acquisition of functional skills Sufficient training for teachers in EBI The full enactment of EPSEN Act, (2004), to expedite the IEP process Enhanced funding for schools in disadvantaged areas to combat ‘continuing concentrations of disadvantage’ (Smyth et al. 2015, p.10) Support and training for parents