Good Practice Conference
“…collating, disseminating and encouraging
the adoption of good practice…”
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Aberdeenshire Education
Learning and Leisure
Supporting Learners with Autism Spectrum
Disorders
Janette Fotheringham and Gail McKeitch
November 2009
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•P7 – S1 Transition
•Authority strategy
•Outreach support system
•Investment in training
– Strathclyde
– Seminars; training sessions etc
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History of Developments
•January 2007
Aberdeenshire Guidelines “Working
Together to Support Autism”
•May 2007
ASD Survey issued (Educational Psychology
Service)
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History of Developments (Cont’d)
•October 2008
Survey conclusions and recommendations endorsed by
Education Committees
•October 2009
– MSc proposal accepted
Key Themes:
»Audit of good practice
»Highlight areas for development
•October 2009
“Moving On” post-school passport & guidelines
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Working Together
to Support Autism
Principles
•Appropriate management
•Social and academic development should go
side-by-side
•Parental involvement
•Voice of the child
•Robust training programme
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Working Together
to Support Autism
Aims
•To develop and embed good practice for
supporting children and young people with ASD
•To develop an effective working partnership with
parents
•To develop collaborative working practice with
other agencies
•To provide a framework for professional
development
•To build the capacity of networks and
establishments to provide appropriate support
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Working Together
to Support Autism
Contents
•A framework for developing an autism friendly
school – a staged procedure of intervention
•Guidelines for teaching and support staff
•“Moving On” – a passport workbook for
supporting P7 – S1 transition and supporting
guidelines
•Information for parents and carers
•Professional development information
•Network support model
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The Framework: Key Sections
•Assessment and planning
•Grouping for teaching purposes
•Human resources
•Curriculum and teaching methods
•Environment
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“Moving On” P7 – S1
•Passport Workbook
•Guidelines for schools receiving a
pupil with a passport workbook
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Network Model and
Parental Involvement
Gail McKeitch
PG Cert / PG Dip Autism
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Aims and Objectives
•Initially, support for teaching staff and
parents.
•Contact point for Community School Network.
•Where requested observe and offer support
suggestions on an outreach basis.
•Raise awareness of autism and forthcoming
guidelines.
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Representation
•Parent
•Education
– pre-school/developmental nursery
– primary/secondary school
– secondary school
– support staff
– educational psychology service
•Community Support Worker.
•Speech and Language therapy.
•Community Paediatrician
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Additional Literature
•Executive Summary Autism Audit
[commissioned by University of Dundee]
•Pathways to Policy - Supporting Learning
in Aberdeenshire
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Who do we support?
•Teaching Staff
•Classroom assistants/Auxiliary staff.
•Nursery/playgroup staff.
•Transport drivers/escorts.
•Ancillary staff.
•Parents
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Achievements
•Support to rural school.
•Training Evenings
– Personal Perspective of Aspergers syndrome
– Sensory Integration
– ASD Workshops
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Where are we now?
•Multi-agency working
•Supporting and promoting good practice
•Supporting Inclusive practice by way of
twilight workshops
•November 2006 - a pilot group
November 2009 still going strong…
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Working Together
to Support Autism
ASD Survey 2007 – Key Findings
•Higher proportion of secondary schools using the
guidelines than primary
•Most pupils with ASD have IEPs or personal
support plans
•Most secondary schools are using the P7-S1
transition passport and the ASD friendly framework
and find both useful
•Primary schools who use both rate them highly
•A more robust system of training is required
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“Moving On” Post School
•Passport Workbook for young people
leaving school
•Guidelines for post school
destinations
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MSc Proposal
Gail McKeitch
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