1. 1 Simon Burke, ARC Teacher January 2016

2.  43% of young people with autism surveyed in 2011 felt teachers didn't know enough about the condition  68% of parents surveyed in 2011 said it hasn’t been easy to get the education support for their child needs  ARC students are accessing mainstream lessons and opportunities 2

3.  Overview of autism and how it affects communication, interaction, learning and behaviour  Link to current ARC students  Share strategies useful for working with children who have autism  As a school plan about how best to support the needs of the students with autism who attend Kenton Bar 3

4. A neurodevelopmental condition, occurring across a spectrum and affecting three main areas: 4 social interaction social communication social imagination (Wing and Gould 1978)

5. 5 Intellectually able Asperger Syndrome No language Has language Autism Spectrum Severe learning difficulties Core Autism

6.  Sensory differences  Learning difficulty  ADHD  OCD  Difficulties maintaining attention  Sleep disturbances  Fussy eating  Bowel problems  Challenging behaviour  Late onset epilepsy  Clumsy movements and motor mannerisms  Mental health difficulties  PDA/ODD

7.  Children with autism are visual learners and often have good visual skills, e.g. advanced number/letter recognition, ability with puzzles  They often have good attention to detail  They have good ability to follow structure- routines and rules- once they have learned them  They often have good memories 7

8.  Autism  Social communication  Social interaction  Sensory needs  Anxiety  Mind blindness  Inflexible thinking  Desire for sameness  Literal understanding  Special interests  Poor generalisation  Lack of common sense and safety 8

9.  Allow for the Autism  Give processing time  Include motivating & personalised rewards, e.g. ribbons, lego stickers  Reduce your language  Use literal language (limit idioms)  Use prompting (verbal, physical, visual)  Plan and prepare for change  Be consistent  Keep a sense of humour! 9

10. Use visuals: Understanding 10 BreakfastClothes onNurseryTea TimeBed Time

11. Use visuals: Expression 11

12. 12 What? Why?

13.  People with Pathological Demand Avoidance Syndrome (PDA) will avoid demands made by others, due to their high anxiety levels when they feel that they are not in control.  PDA is increasingly recognised as part of the autism spectrum.  People with PDA tend to have much better social communication and interaction skills than other people on the spectrum, and are consequently able to use this ability to their advantage.  The main features of PDA are:  Obsessively resisting ordinary demands  Appearing sociable on the surface but lacking depth in their understanding (often recognised by parents early on)  Excessive mood swings, often switching suddenly  Obsessive behaviour, often focused on people rather than things.  People with PDA can be controlling and dominating, especially when they feel anxious and are not in charge. They can, however, be enigmatic and charming when they feel secure and in control. Many parents describe their child with PDA as a 'Jekyll and Hyde'. It is important to recognise that these children have a hidden disability and often appear typical to others. 13

14.  SC-Social and communication  ER- emotionally regulated  TS-Transactional support  3 languages-non/emerging/conversational  Determine which stage, then complete assessment forms. 14

15.  What did I do?  Blame  Always learning  Ask  Smile/Laugh  Change of face 15

16.  https://www.youtube.com/watch?v=ZfzqBCC 30as https://www.youtube.com/watch?v=ZfzqBCC 30as  https://www.youtube.com/watch?v=vKWuzkl XUk0 https://www.youtube.com/watch?v=vKWuzkl XUk0 16

17.  Any questions?  What have you learnt?  What will you change?  Thank you - enjoy working with your students with autism! 17