1. Introduction to the autism spectrum and the Inclusion Development Programme

2. Aims of the Inclusion Development Programme Increase knowledge and understanding among professionals about the autism spectrum Share good practice so that professionals can make adjustments to their policies, practices, procedures and curriculum that will enable more young people on the autism spectrum to benefit from a mainstream education Improve outcomes for pupils on the autism spectrum

3. Guidance for practitioners in the Early Years Foundation Stage It is the responsibility of leaders and managers to demonstrate their commitment to inclusive practice by ensuring that practitioners are given the necessary time to work through the materials as a group and the opportunity to carry out follow-up work in the setting.

4. Self-evaluation checklist for the learner The IDP recommends that the self-evaluation tool is completed by ‘learners’ before and after using the e- learning resource. 19 questions to record your knowledge and skills on a 4 point scale

5. Using the IDP materials Individual Self evaluation E-learning Reflective journal Tasks Together Time to Talk / Time to Talk in groups video / question / feedback

6. Features of the IDP materials E-learning Case studies of four children followed through each section Videos Quotes Resources Links to other websites e.g EYFS, CAF

7. 5 Units Introduction A Unique child Positive Relationships Enabling Environments Learning and Development

8. Introduction What is autism The EYFS and autism Impact of autism on children’s development

9. The autism spectrum

10. Autism spectrum Difficulties with : Social and emotional understanding Understanding and use of communication and language Flexibility of thought and behaviour Many have difficulty with sensory processing and coordination difficulties

11. The autism spectrum has a biological basis and is a life long condition has a range of subgroups within the spectrum including Aspergers Syndrome needs a medical diagnosis includes difficulties in the three key developmental areas, and often with sensory processing each child will have a different profile of strengths, interests and needs

12. Social and Emotional Understanding Difficulties with: Engaging in activities when they have no interest Taking turns and sharing Understanding the thoughts, feelings and intentions of others Interacting with other children Anxiety over new and unfamiliar events

13. Communication and language Difficulties with: Non – verbal communication Eye contact Using and understanding facial expressions Understanding how to communicate

14. Communication and language Difficulties with verbal communication Children may have difficulty: Developing spoken language Understanding meaning in language Expression in spoken language, may use echolalia

15. Flexibility of thought and behaviour Difficulties with: Managing change to expected situation Applying skills or knowledge in different settings Imagining how things might turn out Knowing what to do in unstructured situations Making choices and decisions

16. Flexibility of thought and behaviour They may: Develop own routines to provide structure and predictability Get so absorbed in special interests they cannot focus on anything else

17. Sensory Processing May be: Hypersensitive (too much input) Hyposensitive (too little input) May have difficulty with: Response to touch, smell, sight, light, noise, taste, texture Awareness of themselves in space

18. Identification Initial identification - parents/professionals should refer to Health Visitor/GP If there are any concerns about the child’s hearing, GP ( and Primary Care Team) or Health Visitor to arrange routine hearing test by Pre School Audiology Department. Health Visitor to complete Schedule of Growing Skills, and if appropriate, a CHAT (Checklist for Autism in Toddlers) questionnaire. This is in parallel to the hearing test if one is undertaken.

19. Identification If language difficulties are identified, referral to be made to Speech and Language Therapy by Primary Care team. (GP and Health Visitor) If further developmental assessment indicated, Primary Care Team to refer to Paediatric Service (Community) Initial Paediatric Appointment will undertake a clinical and developmental assessment The Paediatrician (Community) will refer the child to the “Social Communication Clinic” for a multi disciplinary and multi agency specialist assessment if there are concerns re. ASD

20. The autism spectrum Knowing the pupil

21. A Unique Child To successfully support children with autism we need to: Be aware of the difficulties the child has as well as their strengths and abilities Know how to observe the child and decide whether there are causes for concern

22. Positive Relationships Building positive relationships with: Parents Professionals The Child Child to child

23. Enabling Environments Balance between freely chosen and adult led activities Group work Sensory issues How you communicate Visual materials to support communication Environment checklist in resources

24. Life can be a puzzle It helps if most of the pieces are already in place

25. Setting/Home Environment Organised, calm environment Uncluttered arrangement of furniture and wall displays Quiet space available Organisation and labelling

26. Learning and Development Attention and special interests Learning through play and with other children Coping with change and transition

27. Supporting children with autism in each area of learning and development Communication, language and literacy Visual timetables with pictures Personal social and emotional development Use peers to increase turn-taking activities Creative development ‘Bob the Builder’ role play Knowledge and understanding of the world ‘Bob the Builder ‘ resources table Physical development Running with others to involve chasing Problem solving reasoning and numeracy Matching using toys and pictures Name: Alex Interests: Bob the Builder & Running Name: Alex Interests: Bob the Builder & Running

28. An autism spectrum inclusive setting Inclusion is about making appropriate provision to meet each child’s needs and reasonable adjustments to enable each child to access the whole life of the setting. Framework for Autism Inclusive Settings

29. Further Information Inclusion Development Programme To download: www.standards.dcsf.gov.uk To order a copy: Telephone: 08456022260 Or: www.teachernet.gov.uk/publications

30. Further Information Gloucestershire County Council website early years information for parents on Communication and Interaction Team webpage e.g. parent programmes Early years autism spectrum resources on schoolsnet Training for staff : Level 1 Understanding Autism for Early Years Practitioners 19.03.10, 23.04.10,14.05.10  Distance learning – approximately 10 hours to complete over 12 weeks using www.onlineinset.net  Online materials include; multi media, video case studies, printable resources, discussion forums.  - 3 half-day sessions include: Use of Structure, Developing Social Relationships, Managing Behaviour.