1. The Education of Students with Autism: lessons from research Professor Rita Jordan Autism Centre for Education & Research University of Birmingham, UK

2. A Developmental Disorder Behaviour alone is misleading in ASD. Teachers need to be aware of the developmental differences, leading to: –compensation –secondary 'handicaps' –a transactional process

3. What’s Special about ASD? Need to learn explicitly what others acquire intuitively or through social tutoring: –identity of self/ other –saliency of social signals –agency and intention –relevance and priority –social/cultural meaning –nature of communication –emotional consciousness

4. Move away from ‘deficit’ model SEN from –condition –strengths –interests –environment Difference and transactional nature –work to strengths –match to style –respect for compensation –teach for meaning / relevance

5. Learning Style Visual rather than verbal Memory –cued –rote ‘Social’ a dimension of difficulty Emotions and cognition –use interests for engagement At sensory stage of meaning –presentation --> reference Repetition & consolidation Explicit strategies for problem solving

6. Autism Friendly Environments Respect and dignity Life-long education not conformity Reduce stress to allow flexibility Allow right to be different Build on strengths & compensate for weaknesses Build protection against anxiety/ depression Trained staff for inclusion

7. Child factors: Sociability Wing’s classification –withdrawn/ solitary -> passive/ responds -> ‘active but odd’ -> eccentric & sensitive Varies with conditions & with teaching Level suggests optimum form of approach –withdrawn - 1:1 directive & desensitisation –passive - interest & structured play experience –active but odd - social rules & experience (context) –eccentric - social skills in context e.g. buddy

8. Teaching Play & Making Friends Essence of play is: –spontaneity –emotional engagement Need informed choice about ‘friends’ –fear of loss of control –no experience 2 strands to play teaching –cognitive sensori-motor -> relational -> functional -> symbolic –social alongside -> imitative-> ‘join in’ -> co-operate - collaborate

9. Process for social engagement No fixed assumptions Enabling structures for participation (including repetition) Supporting the supporters - paired schemes Allowing risk -> excitement Supported peers better that trained ones

10. Teaching Social Interaction Videos / instant photographs for social cues Innovatory aspects of ICT Range of techniques based on mutual enjoyment of interaction: –Intensive Interaction –Option/Son Rise –Frameworks for communication –Music therapy –Sherborne movement –Hanen/ Child Talk/ PACT –DIR/ RDI/SCERTS –SMILE

11. Teaching Social Understanding Cognitive aspects of early interaction Social Stories Comic Book Conversations SULP SEAL? P4C TEACCH & explicit labels What did she say? What did she mean? Video analysis

12. Teaching about emotions Self then others External cueing - teach to connect Language / symbols assist generalisation Give panic reactions Teach cause & effect for own anxiety Stress reductions Allow for uniprocessing

13. Communication and ASDs Language and communication separate Often associated language problems Prognosis All aspects: –gesture –posture –facial expression –emotion –pragmatics

14. Communication teaching in ASD Communication & language –use of music and visual structure –COMFOR (Noens & Berckalaer-Onnes, 2004), PECS & TEACCH –comprehension of educational language Inner language –language needs to be contextualised –associate with meaning / action

15. ‘Educational’ Language Model of conversation –contributions, topic maintenance Assumption of joint attention –holding up, eye/finger pointing Sarcasm & metaphor Literal understanding –jokes, idioms, pragmatic context, Model of questions –display, probe

16. Tensions in Education for ASD Entitlement vs. specialism –access or meeting SEN? Optimum for learning vs. optimum for social integration –specialised or peer engagement ‘Readiness’ for inclusion vs. learning without experience –how to achieve ‘readiness’ without experience?

17. Processes for Inclusion Support –trained - ASDs –enabling - Observe/ Wait/ Listen Staged –special -> reverse ->integrated Resource base ‘Free time’ –use of buddies / circles of friends

18. Curriculum Issues Individual - no subject exclusions Foreign language teaching a good model for social & linguistic understanding Use interests where feasible or ‘work then play’ Aspects of some subjects a problem - teach specifically or by-pass

19. Remember..calling it so does not make it so ……. ‘Inclusive’ settings may be socially isolating ‘Specialist’ settings may be narrow & of poor quality

20. An ASD Curriculum? No ‘autism’ curriculum or single approach Needs to fit: –individual –family –practitioner –context –current goals –prognosis

21. 24 hour Needs? Need to teach: –regularisation of daily living –functional contexts for social skills & communication –leisure opportunities Severe problems in sleeping/ feeding/ toileting/ behaviour management Need for structure not always compatible with family life Home not able to cooperate in needed consistency in environment Leisure & life opportunities restricted through geography, behaviour or lack of support

22. Single vs Eclectic Curricula Single Enables staff expertise Better monitoring & easier evaluation Builds staff & parent confidence Enables positive views Eclectic Can match to goal All needs can be addressed Needs compatibility checks & child perspective Take strengths from each

23. Evidence No single approach Evidence for: –structure –behavioural methods –training parents in social interaction & communication techniques In all studies some do well and some do not In all studies children tend to learn only what are explicitly taught

24. Judging Research Does it relate to children with this child’s characteristics? Is implementation the same as the original study? Does research presented represent a fair sample & is reference made to systematic review findings? Where there is a comparison group are comparisons fair? –are the goals the same? –do assessments favour one group? What are time-lines & criteria for assessment & return to mainstream?

25. Building on specific approaches Choose on basis of principles - not chance Understand the principles of each approach adopted Individualise Take perspective of child and examine interaction - i.e. the effect of the whole Use professional judgment Treat each situation as a single study to assess

26. Teaching for Purpose Different approach needed to suit Individual characteristics –sociability –language –cognitive level –sensory issues –age Goal Practitioner comfort/ ability/ knowledge

27. Conclusion Treating people equally does not mean treating people in the same way but treating them differently to provide equal access To do otherwise is to discriminate