Good Practice Conference
“…collating, disseminating and encouraging
the adoption of good practice…”
Scottish Borders Council
Aims:
To share ideas of including pupils in
mainstream settings using:
•Peer passports
•Mainstream communication groups
•Inclusion groups
•Buddy systems
‘ schools should ensure that they maximise
opportunities for pupils with autism spectrum
disorders to be included socially and
educationally with mainstream peers’
Education for Pupils with Autism Spectrum
Disorders, HMIe 2006
Peer passports
Communication passports
Using passports with mainstream peers
Alex
• Dual diagnosis of autism & ADHD
• Minimal communicative spoken language
My name is Alex
I come to S.P school on Monday and
Tuesday afternoons.
I go to D school the rest of my week.
I go to D in a taxi, and it brings me to S.P
School too
Sheila, Alva and Helen help me in the taxi.
There are lots of things I like to do at home.
And there are lots of things I like to do at
school.
There are some things I don’t like
Pictures help me to know what to do.
I use pictures to tell people what I want
too.
You can help me by playing with me.
I like to have fun!
It also helps if you say my name before
you talk to me, and speak slowly.
I have autism.
This means I don’t find it easy to:
• Know what to do
• Talk to people
• Play with others
But I love to have fun – just like you
do!
Evaluation
Next steps
• Update existing passports
• Produce for more children
• Increase guidance given to staff
• Emphasise use with child with ASD and
peers, e.g. paired reading
Mainstream groups
Social interaction groups
Groups with mainstream peers
Supported by Additional Needs Assistants
Benefits
• Extending communication targets to peer
interaction
• Role in educating ANA in communication
strategies
• Help peers learn how to interact with the
child with autism in their class
Trevor
• Early stages of using spoken language
• Good PECS user with adults
• Very little interaction with peers
Progression
• Learning to request items from peers
• Looking to see who has what he needs
• Extension to within classroom
• Monitoring
Inclusion Groups
Inclusion Groups
•Suitable for pupils who cannot cope
with class environment
•Structured activities geared to pupil’s
interests
•Positive outcomes for all
Inclusion Groups
Buddy Groups
•Set in base schools
•Usually older mainstream pupils
•Pupils need guidance on how to best
play with our pupils
•Have ongoing discussion with them to
solve problems/ get new ideas
•Invite them to social activities within the
spectrum classroom.
A book of games developed by Buddies and
Active Schools Co-ordinator
•Adapted games
•Included symbols and familiar
communication strategies
•Provides ways of communicating effectively
•Ensures inclusion of all children
•Develops positive relationships
Any questions?