Strategies to support successful
inclusion in the Early Years setting:
Welcome!
The Plymouth CITEY:




Ann Wiseman Advisory teacher
Andi Witt Specialist Support worker
Jo Curtis Specialist Support worker
Judith Holt Specialist Support worker
 (Ellen Wright Educational Psychologist)
Aims:
The children:
What is Autism?
How do we achieve our aims?
Gather information!
How ?
 Thorough assessment of the child’s needs.
 Observations.
 SCERTS assessment.
 Sensory profile.
 Discussion with Early Years staff and making
clear links with the child’s skill level and the
EYFS.
 Discussion with parents and other professionals.
Planning, planning, planning:
Adopting an ECLECTIC approach
to meet the individual child’s needs
and the particular Early Years environment.
6 weekly SMART IEPS/Reviews Process
Target
Support Given
Review with Dates
(What I would like to do
next)
(How you can help me)
(Progress I have made (see Key below))
5. Child is playing alongside adults and his peers.
I will play alongside a peer with
a 2 tray activity.
EYFS (Personal Social and
Emotional Development)
CITEY:
CITEY to model 2 tray activity.
Beginning to show interest in what others are
doing and to imitate their actions with play
equipment.
Nursery:
To carry out 2 tray activity sessions at nursery each session.
Home:
To carry out 2 tray activity sessions at home.
CITEY:
I will take part in a social group CITEY will set up and model a simple social group activity
with one other child
at nursery;
EYFS (Personal Social and
Emotional Development)
Nursery:
LSA will run a social group for child and one other child
each session.
Target to continue. New child to be introduced
to the session.
Sensory differences:
Touch
Vision
Taste
Smell
Sound
Balance /
Body
Awareness
How can we help?
Developing interaction through play?:
How can we help?
GRAB MY ATTENTION!
KEEP MY ATTENTION!
How to start playing:
Developing the
play:
Extending the play
Communication:
The whys and hows
Golden Rules of Communication
 Go to child to gain attention
 Call child’s name
 Repeat the same phrase
 Use something visual
 Wait for response.
Strategies to aid understanding:
The KISS rule:
 Keep
 It
 Short and
 Simple
Why?
How?
How? Body language:
Differences:
How do I
get
attention?
How do I
communicate?
How do I
understand
people?
How am I
social?
What do I
communicate?
How do we help?
Picture Exchange Communication System
(PECS)
Picture Exchange
Communication System (PECS)
 Why do we use PECS?
To teach the child to initiate communication. (To
approach a person to make a request rather than
making it into thin air!)
PECS phases (there are 6) parallel typical language
development.
Develops requesting, making sentences, developing
vocabulary concepts, responding to “what do you
want?” and commenting.
Phases of PECS.
 1. Picture exchange. One picture.
 2.Persistence and distance.
 3. Discrimination
 4. making “ I want….strip”
 5. Responding to “What do you want?”
 6. Commenting and developing concepts: “I see..” and “I
hear…”
Find a motivator
Managing different behaviours
:
What behaviours do you see?
In what situations does the
behaviour occur?
The TEACCH approach
A structured approach
to developing skills.
The 5 TEACCH principles
• Structuring the physical environment.
• Visual cueing
• Creating a work station
• Understanding the concept of “finished”
• First this…….then that!
Keep calm………
Plan ahead……
Look at the environment:
Adjust your communication:
The KISS rule
Visual schedule
Photos/symbols
Gesture/signs
Successful inclusion?
Work as a
team
Observe very
carefully
Use the child’s
interests
Think outside
of the box
Be flexible in
your approach!