1. Transitioning to Secondary School
South Lee Autism Services
TEEN Years Intervention Team
September 2012

2. Our goals: Increase understanding of secondary school Reduce anxieties
Increase independence

3. TEEN Years Team Seamas Feehan, Psychologist
Alice Mc Inerney, Social Worker
Noreen O’Sullivan & Denise Healy, Speech & Language Therapists
Karen Barry, Occupational Therapist
Sarah Keohane & Roisin McDaid,
Home Support Workers

4. INTERVENTION – CONTINUUM OF SUPPORT
Understanding ASD training
Parent Post-Diagnostic group
Early Bird, Early Bird Plus
Environmental accommodations e.g. visuals, schedules etc
Parent information evenings
UNIVERSAL INTERVENTIONS
80-90% of needs
All children & families
Proactive, preventative
Being Well Social Story training
Incredible Years Hanen
Sensory strategies Behaviour management
Emotional development Being-well training
Communication groups Fun with food groups
Home support groups After schools groups
Handwriting groups ALERT Programmes
Self-care/Life skills Sibshop groups
TARGETED INTERVENTIONS
5-15% of needs
Some 'at risk' children & families
Individual consultation with families, school staff etc
telephone
home visit / school visit
Assessment
1:1 programmes
1:1 therapy
INTENSE INTERVENTIONS
1-5% of needs
Few children & families
You are already familiar of this model – used successfully by NEPS
Bring copyof NEPS documents 4 4

5. Our role in supporting a smooth transition:
To provide information to parents & schools
To provide resources and useful links
To compile a team transition report
To provide support & training to secondary schools
To provide support regarding specific needs

6. Information to parents & schools:
Handover from Middle to Teen Years Team
Information evenings for parents, from 4th class until transition
Information morning for primary schools resource staff
South Lee schools with students transitioning to secondary school have been invited

7. Resources Secondary Skills Checklist
Transitioning to Secondary School Workbook, created by the BOC South Lee Autism Services
List of additional resources to support specific target areas
All resources available
What the workbook it. Review sections, schools and parents may have it. Trecommended from 4th class on. Resopurce time. Identify needs from it – which he understands which . Practice the practical skills, even without mentioning secondary. Find ways that you can practice the skills in school, home, etc.
Resources schools/home/clinic

8. Team Report What is the goal? Who is it for? Who writes it?
Where does the information come from?
When is the report sent?
What is in the report?
GOAL – Identify child’s need for resources to the SENO, provide information to new staff at secondary school. It is a practical report that gives an overall picture of child and the key strategies that are needed. To meet the need for recent report – for parents, schools, SENO . Schools sometimes pressure parents for recent assts, when in fact, the SENOS have informed our service that that it is not what is required. This MDT report meets the needs. Came from our own experiences from school, parents and SENOs
Reader friendly – practical functional .
WHO - It is SENO & parents sent to both. It is parent decision to send to secondary school. However, it would be most useful to share with secondary school, prior to school starting.
One randomly selected member of the team is the report manager- - RM compiles report. Each report is regularly discussed with all of the TEEN years members, to identify strengths and needs and obtain a holistic image of child. SW may be the RM but all of team have input, and including file review.
WHERE – we have loads of info about the child . File, handover from middle years - - up to date info of interventions; file review provides lots of information from scores from assts, progress made, -helps to determine if additional asst is required. Eg each psych section last cognitive, the child falls within average range of ablility . That is positive.
Parents – you know your child best – you’re the expert on your child. SO, there is input from parents, Resource teacher & clinical staff.
WHEN – March is our deadline , because that is the time the SENOs require the report so that they can apply for resources
USE BLANK REPORT TO GO THROUGH

9. Support and training
Invited all secondary schools (South Lee) with a child in our service ; morning session – practical
KEY message: Understand, accept and make changes
Specific workshop training provided to schools, on request
Individual school visit, based on need
Whole school. Resources – specific program
Environment changes
Strategies alrady in place and continued

10. Support regarding individual needs
Referral system – for a functional problem Teachers and parents can refer for specific issues
Keeping in mind intervention model in place
Support needed when needs cannot be met through strategies already in place
Need may be met through more universal strategies .