Assessment and Interventions
Kath Togneri,
Head Teacher Kaimes School
Edinburgh
Our Experiences and outcomes
• The National Context
• Assessment
– Learning and achievements
• Interventions
– Autism friendly
• Progression
– Breadth, coherence and relevance
Autism Toolbox
‘The current terminology of ASD is rooted in
impairment. In such a context it can be easy to
overlook the talents, strengths and
competencies of individuals. It is therefore
essential to consider ASD in a way that takes
accounts of assets as well as challenges’
The Autism Toolbox: An Autism Resource for Scottish Schools [Publication]
p42
Assessment
‘‘....is not achieved through a tick list or
prescriptive set of tasks. It is individual to each
child (young person) and relies on
– careful observation
– identification of concepts/skills requiring
further
– exploration
– dialogue with parents
– other professionals
– interpretation of information
(Autism Toolbox p 62)
Social Curriculum
1.
2.
3.
4.
Assessment must consider social and communication
skills
The developmental profile of children and young
people with ASD can be mixed or spiked.
The pupil may be very inconsistent in the execution of
tasks.
They may demonstrate competency but then appear to
have lost the skill or the motivation to carry out the task
therefore ASD is central and not peripheral..
Autism Toolbox Part 2 Section 2.4 Assessment
Examples
•
•
•
•
•
Parent/pupil view
Transition planner
Pupil Profile
IEP
Collecting data
Getting Ready for your Future
What I am good
at
My hobbies and
interests
My hopes and
dreams
CDT
Computing
Eco Committee member
Warhammer
Computer games
I see myself having a job and
staying at home as long as I
can. If you don’t stay at home,
you have to pay for stuff on
your own.
My Transition Meeting
Name:
Date of Birth
Home Address/ contact details:
Year Group
S4 S5 S6
Date of my meeting:
School Leaving Date:
Statutory
Key school contact person:
Proposed
People who came to my meeting:
At my Transition Meeting we talked about:
My strengths and interests – things I am good at and enjoy doing
How I am getting on at school – How I am getting on at school, my current targets, what is going well,
the support I get in school, alternative assessment arrangements, anything else?
My Plans for the Future –my school leaving date, possible post-school options, things to help
me get ready for my transition, my transition action plan, anything else
IEPs
1. Assessment will inform key areas for inclusion in
educational target setting and future planning.
2. Targets should not be solely academically driven.
3. Assessment should also incorporate and value
wider achievements.
4. Wider achievements should be recognised in
order to boost and maintain self esteem of pupils.
5. Children and young people with ASD often do not
see themselves reflected in the usual celebrations
of achievement in schools.
Autism Toolbox Part 2 Section 2.4 Assessment
http://egfl.net/
Education in
Edinburgh
Learning and
Teaching
Community
Learning
Pupils’ Grid
Additional Support
for Learning
i
Information Centre
Planning
i
CPD
Transition Toolkit
Policies Guidelines and Resources
Authority: ASSET
ASSET: Additional Support Self
Evaluation Tool
How does it work?
• ASSET is structured around the four themes which
make up QI 5.3. These are
• Theme 1:Tasks activities and resources
• Theme 2: Identification of learning needs
• Theme 3: The roles of teachers and specialist staff
• Theme 4: Meeting and implementing the
requirements of legislation
Intervention/Progression
“ Progression - increasing the breadth and the depth of
learning at each level as well as providing greater
challenge for pupils as they move to the next levels.
Experiences and outcomes offer opportunities to
consolidate and extend learning in individual areas - to
meet the varied needs of children and young people,
recognising that they will progress at different rates.
...the curriculum framework sets out broad expectations
for progression.....”
PowerPoint file: Ensuring progression - getting started (1.4 MB)
Interventions
• Work with various agencies
• Ensure learning in a variety of settings
– Outdoor education
• Embrace curriculum for excellence
Autism toolbox part 3 section 5
Progression
• Challenge?