CONTRIBUTORS
Supporting young children on the Autism Spectrum in schools and settings
This month, in our ongoing collaboration with Edge Hill University curated by ALICIA BLANCO-BAYO, Early Years Lecturer and WTEY Programme Leader at the University’s Faculty of Education, we’re delighted to present this feature length piece from RACHAEL SACKVILLE-JONES. Rachael is currently a lecturer at the University’s Faculty of Education, but previously worked as a specialist Autism teacher for a Local Authority.
It is vitally important for teachers in schools and settings to have a clear understanding of the Autism Spectrum and how best to support this group of learners at all stages of their school life. Children with Autism Spectrum Conditions (ASC) make up the highest percentage of learners with an Education Health and Care plan in schools (DfE 2021). They are also a group of learners who are particularly vulnerable to be excluded from school (Autism Education Trust 2021). One reason for this is the breadth of the Autism
Spectrum and how strengths and challenges present very differently in individual children. Provision needs to be an individualised combination of adapting the learning environment, alongside supporting the child to develop key skills and understanding. It is also important to remember that in many Early Years settings, children may not have received any kind of formal diagnosis or support from outside agencies. From my previous role working with children and families and as a parent
of a child with ASC, I have identified a list of key principles which I feel contribute to effective provision for children in this group: • Practitioner knowledge and understanding of Autism. • Joint working with families and other agencies. • Observing, listening to and reflecting upon individual children. • Practitioner knowledge of support strategies. • Clear prioritised planning for support. • Positive and flexible attitudes to expectations and provision.
Practitioner knowledge and understanding of Autism Understanding key aspects of Autism can greatly support teachers in identifying concerns at an early stage and making important links between visible behaviours and underlying causes. The current DSM-5 diagnosis of Autism includes four main areas of identification.
These key characteristics may present very differently in individual children: • Social communication: some children may not use verbal language, whilst others may have an extensive vocabulary, but find aspects of two-way conversation more difficult. • Social interaction: some children may not interact with peers, whilst others seek out peers, but may find some aspects of friendships more challenging. • Restricted, repetitive patterns of behaviour: this need for sameness often stems from anxiety and visible behaviours can present as children avoiding certain activities or insisting on engaging in a variety of repetitive actions and interests. • Sensory issues: these can be varied and relate to different senses, presenting as children either seeking out or avoiding different sensory experiences.
With such a spectrum of different presentations, it can be challenging for
staff to identify possible characteristics of autism. This is particularly the case if a new child presents with a completely different profile to other children that staff have previously worked with.
Joint working with families and other agencies Joint working with families is a key factor in successful provision. Families need to feel confidence in staff and their ability to support their child in a safe and caring environment. In my personal experience, the most important quality that parents/carers often want to find in staff is a willingness to listen and to learn more about their child’s daily needs. Really understanding what makes a child tick and the difference factors that can cause them anxiety and security can make all the difference in settling an anxious child. It is important to work together with the family at the right speed in engaging any outside agencies and identifying priorities for support.
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Observing, listening to and reflecting upon individual children Even when staff have some background understanding of autism, this must still be applied to the individual child. I have been in many schools where staff have been concerned about challenging behaviours or persistent difficulties that children are experiencing with certain situations. We have always tried to work out why the child is behaving in this way. The answer is usually there – it might just take some further observation or reflection to work it out. Often staff are so busy in schools dealing with a whole class of children
that they do not have opportunity to stand back and reflect in detail upon the individual child. If we observe children carefully and engage with them in play or conversations (if appropriate) then we can gain insight into their views which can inform our own practice and support.
Practitioner knowledge of support strategies It is important to have an awareness of different support strategies and approaches to select the ones that may be most appropriate for different children. There are many commercially available resources, but also many easy adaptations to current provision that can be very effective. Both the National Autistic Society and the Autism Education Trust have excellent information and free resources online. The key is matching the right support to the child.
Clear prioritised planning for support Sometimes for children with ASC, there may seem to be a wide range of needs to target. For example, a child in reception may be finding it difficult to settle in their new class. They may be displaying challenging behaviour and a refusal to follow class routines. Alongside this they may not be able to verbally articulate their wants and needs and may not engage with peers or with a range of activities. It can be difficult to know what concerns to address first. A first step is to collaboratively prioritise what support will have the
greatest effect and will positively impact upon other areas of development. With the child identified above – a priority would be to try and reduce their anxiety and support them with a communication system to enable them to express themselves. Anxiety can often be reduced by decreasing the demands being placed upon a child and by tapping into their interests and activities they feel comfortable with. As anxiety reduces and communication increases, this can have a positive impact on behaviour and engagement in different activities. In turn this can lead to more learning and increased interactions with peers.
Positive and flexible attitudes to expectations and provision The most successful provision I have observed involves staff who have viewed each child in a positive way, even when they may be displaying challenging behaviour. The best schools are those that are flexible about expectations and provision and strive to adapt around a child’s individual needs. Some children may need their curriculum content and delivery changed or reduced. Other children may require different practical arrangements for school uniform, for playtimes and lunchtimes and for working or sitting in a group. The key is a combination of flexibility in adapting the environment and positive planning to move forward in small steps for key skills and understanding. It is unrealistic not to acknowledge the challenges faced by teachers
striving to provide effective provision for children in this group. But we also need to recognise that school can be a source of great anxiety for many children with ASC and their families. Positive attitudes in EY settings set the context for children and families’ experiences of the education system. Children’s self-esteem and their skills in all areas of development are profoundly affected by their educational experiences. We need to move away from viewing ASC as a medicalised deficit model and view it more positively as a learning difference. We also need to see the chance to support a child with ASC as an opportunity to make a valuable contribution to a child’s life and to develop new understanding and skills ourselves as teachers.
September 2021
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