Welcome! Strategies to support successful inclusion in the Early Years setting:

The Plymouth CITEY:  Ann Wiseman Advisory teacher  Andi Witt Specialist Support worker  Jo Curtis Specialist Support worker  Judith Holt Specialist Support worker  (Ellen Wright Educational Psychologist)

Aims:

The children:

What is Autism?

How do we achieve our aims? Gather information!

How ?  Thorough assessment of the child’s needs.  Observations.  SCERTS assessment.  Sensory profile.  Discussion with Early Years staff and making clear links with the child’s skill level and the EYFS.  Discussion with parents and other professionals.

Planning, planning, planning : Adopting an ECLECTIC approach to meet the individual child’s needs and the particular Early Years environment.

Target (What I would like to do next) Support Given (How you can help me) Review with Dates (Progress I have made (see Key below)) I will play alongside a peer with a 2 tray activity. EYFS (Personal Social and Emotional Development) CITEY: CITEY to model 2 tray activity. Nursery: To carry out 2 tray activity sessions at nursery each session. Home: To carry out 2 tray activity sessions at home. 5. Child is playing alongside adults and his peers. Beginning to show interest in what others are doing and to imitate their actions with play equipment. I will take part in a social group with one other child EYFS (Personal Social and Emotional Development) CITEY: CITEY will set up and model a simple social group activity at nursery; Nursery: LSA will run a social group for child and one other child each session. Target to continue. New child to be introduced to the session. 6 weekly SMART IEPS/Reviews Process

Sensory differences: TouchTasteSound Balance / Body Awareness SmellVision

How can we help?

Developing interaction through play?:

How can we help? GRAB MY ATTENTION! KEEP MY ATTENTION!

How to start playing:

Developing the play:

Extending the play

Communication: The whys and hows

Golden Rules of Communication  Go to child to gain attention  Call child’s name  Repeat the same phrase  Use something visual  Wait for response.

Strategies to aid understanding: The KISS rule:  Keep  It  Short and  Simple

Why?

How?

How? Body language:

Differences: How do I get attention? How am I social? What do I communicate? How do I communicate? How do I understand people?

How do we help? Picture Exchange Communication System (PECS)

Picture Exchange Communication System (PECS)  Why do we use PECS? To teach the child to initiate communication. (To approach a person to make a request rather than making it into thin air!) PECS phases (there are 6) parallel typical language development. Develops requesting, making sentences, developing vocabulary concepts, responding to “what do you want?” and commenting.

 1. Picture exchange. One picture.  2.Persistence and distance.  3. Discrimination  4. making “ I want….strip”  5. Responding to “What do you want?”  6. Commenting and developing concepts: “I see..” and “I hear…” Phases of PECS.

Find a motivator

Managing different behaviours :

What behaviours do you see?

In what situations does the behaviour occur?

The TEACCH approach A structured approach to developing skills.

The 5 TEACCH principles Structuring the physical environment. Visual cueing Creating a work station Understanding the concept of “finished” First this…….then that!

Keep calm………

Plan ahead……

Look at the environment:

Adjust your communication :  The KISS rule  Visual schedule  Photos/symbols  Gesture/signs

Successful inclusion? Observe very carefully Work as a team Think outside of the box Be flexible in your approach! Use the child’s interests