Changes for the child between 5-11years NAS 3 rd. October 2009 Melissa Sartin Suzanne Skippage Specialist Speech and ASD Primary Outreach Language Therapist

Starting Primary School  Time of anxiety for all children/parents  Preparation is vital  Tell school the diagnosis and any professionals involved  Get to know the SENCO but don’t overwhelm her – she/he will not have time to read every book you have found so helpful!

Possible areas of difficulties  Leaving home to go to school  Independence  Following the adult agenda  Understanding what to do  Socialising  Managing hall (PE/Assembly)  Playtime  Toilets  Going home and parental expectations  Holiday time

Tips…  Visit the first time when the children have gone – take photos  Follow up with short visits – in addition to the regular induction programme  Make booklet for summer break  Check out how the first day is managed  Lunch box v school lunch  Transition item? Make firm rules and stick with them

To consider…  Can your child take themselves to the toilet and wash hands?  Can they dress themselves? (dressing sequencing aid)  The average 5 year old has many skills – are you overcompensating for ASD?  N.B. The average 5 year old is also still learning!  Will you need to set extra time in the morning so that they are not rushed and therefore anxious? (timetable of morning routine)  The teacher may be able to give you a timetable of what is happening each day, can you make this into a timetable for your child and go through it in the morning?  Your reaction may unsettle them – say goodbye once and go  Do they know who will pick them up?

The adult agenda  ASD children often control because not sure of what is happening and want things to be predictable  ASD Outreach teams will be able to support teachers to give strategies if this is a problem  Being able to ask for help appropriately

Socialising  Not wanting to socialise v. wanting to but not being able  Some are very happy with own company  If want to but can’t…  Adult initiating and then bringing in one child etc.  Rota of children to play  Buddy circle/friendship bench etc.  Explicit teaching as child matures

End of day…  Don’t bombard child with questions  Remember they will be very tired  Anything they do say may have a different perspective on it – don’t assume that it is exactly what happened  May expect you to know what went on so try to keep in touch with school (remember there will be about 30 others in the class!)  Home school link book/agree a system with class staff  Try to have a winding down time routine at home (do they have their own strategy?)

Holiday breaks…  Often a time of stress  School day becomes a safe routine  May consider having a visual timetable for activities in break e.g. Swimming; visit X; Mummy’s cleaning day; park (alternate between their preferred activities with things that need doing)  They can accept change, but if at all possible prepare them for this

Moving on and up…  The child will change as they get older…!  The expectations between KS1 and KS2 are different and so new aspects will need tackling  Language becomes more sophisticated  Hormones may kick in earlier with our children – start to think how this will be handled (you need to be prepared before)  When will you let your child know they have an amazingly different way of looking at the world? (again you need to prepare yourself before)

Transition… New class  Don’t assume they will have taken on board they are going to a new class  It’s all new – treat like the start of school (not so detailed) Secondary school  Old anxieties resurrected (child and parent)  Make sure that transition programme is as thorough as the Primary start  ASD Outreach for Secondary schools

Enjoy your child – their view on life is unique!