Post on 28-Jul-2020
transcript
@A2Education
Transition Back to School After Covid 19
Communication and Autism Team
2020
Presentation for Strategic Leads and Lead
Practitioners
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• Know the individual strengths and difficulties of pupils when supporting
transitions.
• What do/did we know about the young person that is going to be important for all
to know?
• Which pupils are ready to come back?
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Know your pupil
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Gain the Pupil /Parent Voice
• Use checklists to scale potential difficulties
• Use AET Pupil and Parent Voice Tools
• Ask the pupil to draw their ideal school/classroom
• Ask CAT for support using the CAT All About Me
Tool/CAT Anxiety Tool
• Conduct a individual sensory audit
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Identification of Need for ASC Pupils in Transition
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Prepare the Pupil• Transition /Photo book with relevant information
• Consider updating school website to include photo or video walk around the
school
• Consider photo’s of key staff and/or videos where staff talk about the
positives of return and what is coming up
• Photos of planned activities and areas
• Opportunities for the cyp to ask any questions via email
• Virtual Preparation groups for core pupils
• Consider sending the Pupil Profile out to parents for review and update this for staff
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PassportsWhy use Passports?
• Shares information about the child
• Used to provide a positive message to staff
• Information is gathered from the pupil about what will help/what
works re. self-advocacy
• Ensure consistency of approach as we return
• Let other’s know about a child’s interests concerns and difficulties
• Suggest strategies about how staff can support
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Core Actions In Preparation for Return• Use your website to put up videos and photos of
staff/spaces and routines
• Extra visits into school prior to return and before peers return
• Provide reduced pupil sample sessions
( i.e. activities such as treasure hunt)
• Preparation Groups
• Regular meetings with staff on an individual basis
• Could parent and child come in together for a walk around and do something together in the setting with staff
• Contact with parents to hear changes in pupil circumstances
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• Provide timetables for the week/the day?
• Which pupil needs this in advance
• A calendar counting down may help some pupils
• Does the pupil need morning routinechecklists re-implemented?
• Are your Behaviour Management approaches i.e. Risk Reduction Plans/Re-inclusion plans up to date
• Photo-books and other methods of visual support i.e. video/email/PowerPoint
Visual Strategies
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Visual Strategies (2)Social Stories
-Encourage parents to use Return to school story
-Remind about routines
-Prepare for changes to staff
-Prepare to changes to classroom and other
spaces in the setting if schools are not back
by September
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Peer Support StrategiesDo you need to support return through dedicated friendship support
• Lunch Club
• Lego Club
• Circle of Friends
• Buddy Systems
• Having known friends and preferential groupings
• Mentoring System-older pupil at the school
Consider preferential grouping
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Core Considerations on Return• Consider avoiding the first day when everyone is back to
graduate the return. Pupil starts second day in
• Consider a reduced timetable and planned return i.e. staggered start
• Consider alternative day/week for the return rather than straight into lesson timetabling: Which aspects of school might be best avoided- Assembly?/Which lessons/activities would provide a calmer/quieter start?/ Class trip out?/ Visitors into school i.e. Magicians/puppet theatre
• Reduce direct demands you make. Use more indirect PDA type approach
• Does transport need to be arranged as part of provision.
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Core Considerations of return• Would the pupil benefit from preferential school entry i.e.
through the front door in the first instance
• Do you need to adjust the timing of the day i.e. pupil starts slightly later or goes home slightly earlier for the first week
• Plan your curriculum for the first week to include creative activities and activities with lower processing requirements
• Slow learning down and gradually increase the amount of content and speed
• Nurture group for the first week/fortnight for core pupils
• Additional time will be required by the SEND team to re-include the SEN pupils
• Additional time will be required by your DSL and Family/Nurture staff to support families
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Broderick, K. and Mason-Williams, T. (Eds.) (2005) Transition toolkit, Kidderminster, BILD.
Casey, J. (2002) Changing Schools, Bristol, Lucky Duck.
Talking About...Secondary School (2003), Keighley, Black Sheep Press.
Thorpe, P. (2003) Moving from primary to secondary school: guidelines for pupils with autistic spectrum disorders, London, National Autistic Society.
Snedden & Whithorn (2004) Moving Up.Ready or Not. Edcational Printing Services Ltd. Blackburn
Resources
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Resources (Cont)
• The inclusion development programme
• National Autism Standards (In particular 1 12 and 15)
• Autism education trust transition toolkit
• Moving on supporting transition for busy staff. Foundation for people with
learning disabilities (2013)
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Websites• www.autismeducationtrust.org.uk Autism Education Trust
• www.blacksheep-epress.com (Talking About...Secondary School
Pack)
• www.thegraycenter.org (Social Stories and comic strip
conversations)
• www.afterfouautism.com
• www.seainclusion.co.uk/post/the-many-problems-of-returning-to-
school
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