THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE.
Learning Together: Meeting needs of children and
young people with Autism Spectrum Disorders
Achieving success for all learners
Journey to Excellence
Professional development pack topics have been chosen to help you plan a
journey through popular staff development themes. They provide “guided
tours” through some of the resources on The Journey to Excellence
website as a window onto excellent practice. Engaging with the associated
activities will help you to reflect on and develop your practice purposefully.
This resource will be updated to reflect new and innovative
approaches as Curriculum for Excellence is developed. Please
email or comment in the box below any feedback on the
resource or suggestions for improvement to help keep the
resource up to date.
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE.
Purpose of this activity
This pack provides opportunities for reflecting on your own practice and
explores approaches to working with children and young people with Autism
Spectrum Disorders. It will allow you to draw on the characteristics of
excellence in this area and on illustrative practice from all sectors.
The activities will enable you to:




compare your current approaches to high-quality practice in this area;
extend your knowledge and expertise through studying and activitybased learning;
plan how to develop your own practice to incorporate some new ideas;
and
share views and suggestions with colleagues on meeting the needs of
children and young people with Autism Spectrum Disorders.
Learning outcomes
After completing this programme you will have:





identified your current level of knowledge of different approaches;
a deeper understanding of how approaches can be developed to better
support children’s learning;
gained a knowledge of practice in other educational establishments;
discussed and reflected on research evidence and the contributions of
fellow professionals; and
planned, implemented and reviewed ways of developing approaches to
working with learners who have Autism Spectrum Disorders in your own
establishment.
Who is this for?
This programme is for all who work with learners in all sectors. It has particular
relevance for those who design and deliver learning experiences in the
classroom but is not restricted to teachers. Indeed the programme has
relevance for a wide range of partners and professionals working in other
sectors and who contribute to children’s learning and achievement.
What will I/we need to work through this professional
development pack?
You will need access to the online resource which supports The Journey to
Excellence.
It would also be useful to have access to Improving Outcomes for Learners
through Self-evaluation and Learning together: Opening up learning.
Is this an individual activity or do I need to work with others?
The core activities in this pack can be completed individually or collaboratively.
In some activities it will be essential to work with others.
The pack may easily be adapted at stage, department or whole-school levels to
allow larger groups of staff to work on certain aspects.
How long will it take?
You can use the pack selectively. It does not all have to be completed at once.
You may also wish to adapt activities to suit your context.
Title Of Activity
Introduction - Awareness raising
including personal research
1. Understanding individuals
2. Teaching approaches
3. Personal support
4. Sensory difficulties
5. Self-evaluation
6. Inclusion
7. Parental involvement
8. Behaviour
9. Transitions
10. Partnership working
Final Activity
Approximate timing
120 minutes
60 minutes
45 minutes
45 minutes
45 minutes
60 minutes observation, 30
minutes feedback
60 minutes
60 minutes
Assessment – over 2/3 weeks
Behaviour plan – 60 minutes
60 minutes
60 minutes
60 minutes
‘Almost every school in Scotland will have at least one child with an
autism spectrum disorder because autism occurs in one in 150
children’
Autism Toolbox
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE.
Introduction
Awareness raising.
Either individually, with a colleague, or in a group develop a mind-map of all the
ways in which we communicate with each other.
talk
Communication
smile
:
Your list will not be exhaustive, but a child or young person with autism will be
challenged, to varying degrees, with many of the aspects of communication you
have highlighted.
As a ‘reminder’ or to raise your
awareness. This next section gives a
basic description of what autism
might mean to a particular individual.
‘Autism is a lifelong developmental disability that affects how a person
communicates with, and relates to, other people and the world around
them.
It is a spectrum condition, which means that, while all people with
autism share certain areas of difficulty, their condition will affect them
in different ways. Asperger syndrome is a form of autism.’
National Autistic Society
The characteristics of autism vary from one person to another but are generally
divided into three main groups. These are:

difficulty with social communication;

difficulty with social interaction; and

difficulty with social imagination/flexibility of thought.
It can sometimes be helpful to think of these difficulties as ‘differences’ as this
allows us to
look at challenges more positively.
‘Education can do a lot to improve the long-term opportunities of
people with autism.’
National Autistic Society
Differences in social communication
People with autism can have difficulties with both verbal and non-verbal
language. Many have a very literal understanding of language, and think
people always mean exactly what they say. They can find it difficult to use or
understand the following.

Facial expressions or tone of voice.

Jokes and sarcasm.

Common phrases and sayings.

Over-complicated language.
Some people with autism may not speak, or have fairly limited speech. They
will have different levels of understanding of language, but may prefer to use
alternative means of communication themselves such as sign language,
gesture, photos or visual symbols.
Others will have very good expressive language skills, but they may still find it
hard to understand the reciprocal nature of conversations, perhaps repeating
what the other person has just said (this is known as echolalia) or talking at
length about their own interests.
It helps if other people do not over-clutter their language and give people with
autism time to process what has been said to them.
“To effectively communicate, we must realise that we are all different
in the way we perceive the world and use this understanding as a
guide to our communication with others.”
Anthony Robbins
Differences in social interaction
People with autism often have difficulty recognising or understanding other
people's emotions and feelings, and expressing their own, which can make it
more difficult for them to fit in socially. They may:

not always understand the unwritten social rules which most of us pick
up without thinking;

misinterpret a range of social situations and respond inappropriately;

prefer to spend time alone rather than seeking out the company of other
people;
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE.

find it difficult to seek comfort or indicate their anxieties in an appropriate
way; and

find it hard to form friendships: some may want to interact with other
people and make friends, but may be unsure how to go about this.
Differences in social imagination/flexibility of thought
We have trouble working out what other people know. We have even more
difficulty guessing what other people are thinking. Social imagination and
empathy allow us to understand and predict other people's behaviour and make
sense of abstract ideas and emotions. Difficulties with social imagination mean
that people with autism may find it hard to:

understand and interpret other people's thoughts, feelings and actions;

develop the concept of cause and effect;

understand potential danger;

engage in imaginative play and activities; and

cope with change or new and unfamiliar situations.
Difficulties with social imagination should not be confused with a lack of
imagination. Many people with autism are very creative.
Further information can be found at:

www.autismtoolkit.com/

http://www.autism.org.uk/

http://www.autism-in-scotland.org.uk/
It can be useful to pair and share your reading. Read extracts for a set
period of time, summarise your findings and share this with a partner.
Activity 1
Understanding a child or young person with autism.
Watch the movie:
Understanding a child or young person with autism
The school talks about making up a profile for each child with autism. Consider
a child or young person in your establishment who has an Autism Spectrum
Disorder.
Compile an overview profile of this young person based on their strengths and
the challenges they face. It is really important to include strengths as well as
areas of need as these strengths can often offer solutions for development. It
may be useful to complete this activity with all colleagues who work with the
child.
Using a mind-map design for this will be helpful and should include the 3 key
areas associated with autism, the child/young person’s interests and personality
traits and areas of the curriculum.
Once you have completed the profile it may be helpful to ask some key
questions about this child/young person, as follows.

What is the child/young person’s view of the profile you have
created? (Ensure you incorporate their thoughts.)

From your profile, what are the key ‘next steps’ for this child/young
person?

Can you take these next steps and develop these as more specific
targets for an individual plan?
Activity 2
Watch the movie:
Teaching approaches
In this movie, staff talk about the teaching approaches they use with children
and young people with Autism Spectrum Disorders. Consider the young person
in the earlier activity and evaluate their current learning environment/ teaching
approaches being used. Complete the simple traffic light audit below after
reflecting on existing practice.
Stop doing
Keep doing
Start doing
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE.
Take action on the areas highlighted under the heading ‘start doing.’
Activity 3
'Every child and young person is entitled to personal support to enable
them to gain as much as possible from the opportunities which
Curriculum for Excellence can provide.'
Curriculum for Excellence
Look at The Journey to Excellence improvement guide on personal learning
below:
A school is good to the extent that…
A school is excellent to the extent that…
Relationships are consistently friendly
and trusting, within a strong sense of
equality and fairness. Values are shared
throughout the school community.
Learners understand their rights and
responsibilities and respond to situations
accordingly.
As children progress in maturity their personal
values and an awareness of wider held social
values are understood.
Learners enjoy and participate in their
learning experiences, some of which are
highly motivating. These experiences
develop skills in literacy, numeracy,
health and wellbeing.
Learning experiences (both in class and out of
class) are imaginative, creative, stimulating and
challenging. They engage and involve all learners
including those at risk of missing out. Staff
consistently promote curiosity, independence and
confidence. They interact skilfully with children and
provide high quality feedback to support and extend
their learning.
Staff are aware and take account of
young people’s motivations and emotions.
They listen to, and take account of,
learners’ views. Staff recognise the
importance of motivation and emotional
responses and how they affect young
people’s learning – including their need
for concentration and hard work. They
actively keep children safe and well
looked after.
Staff understand and develop young people’s
motivations and emotions. They hear the learners’
voice and make sure it has a positive influence on
individuals and on the whole school community.
They build on learners’ motivation and feelings and
are successful in achieving their sustained attention
and commitment to successful learning.
Staff use approaches which promote
independent learning and develop
children as successful learners, confident
individuals, responsible citizens and
effective contributors.
Staff use a range of information which they have
gathered on children’s progress to provide activities
which build on their prior learning. All children know
and can discuss their strengths and next steps as
learners. They feel safe, successful and confident
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE.
Highlight the areas on the grid you feel you still need to develop.
Considering the description of best practice in the grid above, discuss with a
colleague existing or potential excellent practice for the young person in your
original profile.
Some reflective questions to ask.
How will you motivate a learner with autism, taking full account of
particular interests and strengths?
Think of a particular ‘special interest’ of this child or young person. How
could you use this to motivate and engage this learner?
How will you gather information on prior learning to ensure continuous
progress?
Consider home, school and community.
How will you involve the child or young person fully in understanding
their learning needs and how they might be addressed?
You may need to be particularly creative here. Photos, movies and visual
supports may help to make this meaningful.
Activity 4
Take time to read through the NAS information on the sensory difficulties which
children and young people with autism may face.
http://www.autism.org.uk/Living-with-autism/Understanding-behaviour/Thesensory-world-of-the-autism-spectrum.aspx
Do you recognise any of these areas of need in the
children/young people you teach?
Jot down some ideas you might use to improve sensory
tolerance for these learners. Try three of these out in your own
class in the course of this term.
Activity 5
Watch the movie
Self-evaluation
This movie demonstrates how important self-evaluation is in meeting learners’
needs.
It also highlights the importance of developing an environment of total
communication.
One of the activities staff undertook to support these developments was to
observe each others’ practice.

With another colleague, observe each others’ practice with a focus on
providing high-quality learning experiences for learners on the Autism
Spectrum.

Record 3 aspects of positive practice you have observed and two
suggestions for improvement.
Activity 6
Watch the movie
Inclusion
Martyn Rouse gives clear messages related to inclusion.
What do you consider to be the benefits and challenges of inclusion for children
and young people on the Autism Spectrum?
Watch the movie:
Inclusion in action
This movie shows ‘inclusion in action’ and highlights the need for flexibility and
personalisation in order to make inclusion work.
Consider a particular curricular area and choose an outcome you wish a learner
to achieve.
Record the approaches/strategies you would use to personalise and adapt the
learning.
e.g.
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE.
Outcome
Personalisation/differentiation
I can manage money, compare costs
from different retailers, and determine
what I can afford to buy. MNU 2-09a
Use real money, link with home to
practise skills in real settings.
Develop problems which include the
purchasing of items the learner is
particularly interested in.
Activity 7
This movie also highlights the importance of parental involvement. Parents of
children and young people on the Autism Spectrum may have faced many
challenges leading up to and beyond diagnosis.
'Like an extended family. From the minute they walk in we're all on the
same side.'
Depute headteacher
Ask a group or individual parents to come to school and engage in a discussion
about their child.
The discussion should focus on the following reflections.

How well is communication working in the staff/parent partnership?

How included do parents feel in their child’s learning?

How effective is the staff/parent partnership for learners?

Is the establishment helping to address wider family needs?

How could the staff/parent partnership working be improved?
Activity 8
Consider a child or young person in your establishment who is displaying
inappropriate behaviour. Reflect on what they are trying to communicate
through this behaviour.
Over time evaluate this behaviour using this grid below
Behaviour Assessment sheet
(If you do one of these for 2/3 weeks it will help inform your behaviour
plan.)
‘STAR’ sheet – Situation, trigger, action, response.
Date
Time
Situation
Trigger
Action
Response
Where?
When?
Who? What
doing etc?
Fill this bit up last. This
is just what you ‘think’
the trigger was.
Sometimes you don’t
see these emerging until
you have jotted a few
things down. Over time
you will see some
patterns emerging.
What action
did you take?
Child’s response.
Your action could
also be a trigger for
other behaviours
arising.
Once you have assessed possible triggers it is important to bring a team of staff
together with the young person (if appropriate) and develop your behaviour
plan. You might want to try a format similar to the one on the next page.
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE.
Individual Behaviour Plan
Date:
Name of child:
Brief summary of needs Just a few brief points here re. learning and emotional needs.
Planning team Usually 3 at least (including one other member of staff who is not so involved
with the child so can offer a different perspective).
Behaviour assessment completed
This is the ‘STAR ‘ sheet
Target behaviour Decide what you are Triggers assessed This will come
aiming to improve. You can’t do everything so
pick one only at a time e.g. task avoidance?
from your assessment.
Approaches to be used
e.g. Just a few suggestions, but this will depend on assessed triggers.

Use calm non-confrontational approach at all times.

Do not engage in extensive dialogue about negative behaviours – try to re-direct
before difficulties arise.

Always explain to the learner what he/she should be doing not what he/she
shouldn’t e.g. ‘Speak calmly’ as opposed to ‘stop shouting.’

Give him/her drawing tokens in the day. He/she can use these to ‘opt out’ and
draw within these parameters. (at certain times he/she could choose someone to
draw with?) Gradually reduce the amount of tokens available.

Consistent use of visual schedule.

10 min’s outdoor play time with 2 other people. Gradually build up to accessing
playground.

Fresh start each day. Any consequences/rewards within one day.
Shared with parent/child. Views recorded.
Plan to be reviewed: It is crucial that a timescale is included to give interventions a real
chance of success.
It is important that this plan is shared with everyone who works with the child/young
person. This will ensure individualised consistency in approaches being used.
Supporting transitions
Activity 9
Watch these movies
Transitions
Smoother Transitions
The movies touch on a number of issues related to supporting children and
young people but we will focus on transition for our activity.
Return to the learner at the beginning of this pack and discuss the outcomes
you hope he/she will be able to achieve at the next transition phase of their
education (nursery to primary, class to class, primary to secondary, secondary
to adult services or between establishments.)
With other staff, parents/carers and the child or young person record your
aspirations for their next steps.
Partnership working
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE.
How will you support this transition effectively?
Document an action plan showing what, who, how, and when this will happen.
http://www.autism.org.uk/en-gb/living-with-autism/education/transition-issues-ineducation.aspx
The above link to the National Autistic website gives helpful prompts related to
this area.
Activity 10
Improving Scottish Education 2005-2008 (HMIE) states that a key driver for
meeting the needs of children and young people in the future will be through:
‘strengthening partnerships across sectors and services in ways which
create a unified learning and support system that eases progression for
learners’
‘Staff work in genuine partnership with a variety of agencies to provide
rich and inclusive educational experiences for pupils. Staff participate
actively in initiatives led by other agencies. School staff and partner
agencies learn from each other and value each others contributions.’
The Journey to Excellence
Watch the movie:
Partnerships
Complete the activity suggested at the end of the movie.
Again think of the learner in your original pen profile and document the partners
involved in his/her learning. (e.g. this could be educational psychologist,
speech and language therapists, social workers, youth workers, home-link etc.)
In discussion with these partners and parents, consider everyone’s role and use
the grid below to share and improve practice.
Partner involved
Current role and impact
Future development.
“To get any kind of all-round service, people with autism don’t need a
High Street full of competing shops; they need a department store
where each department is aware of what the others offer and points
people in the direction of other services which complement their own.”
Donna Williams, 1996, p. 50
Final activity/reflections
Going back to your original child/young person in activity 1, consider all you
have learned in the course of this pack to evaluate how well you think your
establishment is ‘Getting it Right’ for this child or young person. Look at each
aspect of the wheel and collate strengths and areas for improvement related to
each one.
‘The notion of personalising says we need to attend to each
individual's needs in learning, to their rate of development,
to their progress in learning, and adapt what happens to
them in the classroom to fit those circumstances.’
Graham Maxwell