ASD Good Practice Guidance Pt 2 - Pointers
An ASD friendly school should:
- Work closely with parents and families,
consulting them about Individual Educational Plans and Behaviour Plans and inviting them to join in with ASD training where appropriate
- Develop communication networks between
the LEA, Health and Social Services
departments so that there is a three-way
flow of information regarding individual
children with an ASD, and a three-way
flow of up-to-date information regarding
ASD policy and practice
- Ensure smooth transition between settings
by exchanging accurate and up-to-date
records, profiles and ways of working with
the child with an ASD
Pointer 3. Do the interventions followed by
professionals and families, acknowledge the role of families as carers and educators of their children?
4. Is there good communication between all those involved with the child and the
family?
- There is liaison between the various providers if a child is receiving several different sorts of intervention (for example, home visits, playgroup and mainstream nursery
- Early years staff, including early years SENCOs, are aware of and build on the programmes used in the child?s home environment
- Professionals consult each other so that there is consistency in the advice to families and support for the child
- There is good co-operation and communication between home and school or home and LEA
7. Are progress targets and the child?s needs reviewed regularly?
- IEPs are updated frequently
- Record sheets of progress are kept to inform the IEP
HOME-BASED STRATEGIES
- It makes sense that strategies which encouraged progress at home are continued in school.
- Difficulties will arise if school staff do not know about these strategies or if they believe these will not fit easily into the school?s systems and approach.
- Discussion before transition between the parents, professionals involved with the child and the receiving school staff is needed to decide how the transition will
be managed and how the interventions might
be maintained.
Pointer 1. Is there an officer within the LEA, such as an educational psychologist, who
is familiar with the programmes in question and can give advice to other LEA officers and parents?
- An LEA officer is aware of relevant literature and the operation of approaches in practice. That officer, or case officers, visits the families at home and observes
the children on home-based programmes
- The officer with expertise in home-based
programmes has close links with other LEA/SEN
officers, to give advice on appropriate provision when the LEA arranges home-based programmes in whatever circumstances
Pointer 2. Does the child?s statement specify the home-based support the LEA will fund and any other support, such as speech
and language therapy, which the LEA will arrange?
- The LEA is willing to consider provision of home-based programmes for children and name them on statements of SEN
Pointer 3. Where professional input (for example, speech and language therapy) is required, does it complement the approach of the home-based provision?
- Professionals are familiar with, and work within, the ethos of the home-based provision
- Opportunities are provided for professionals to observe the home programme and receive training in the approach being used
Pointer 10. Is there a gradual and well-planned transition from home-based to school provision?
- Exit guidance is included in the LEA?s policy on homebased provision and transition plans are drawn up
- Meetings are set up between the school and the home programme staff to discuss the programmes and the child?s progress.
- Class teachers and other school and LEA staff are familiarised with the home programme?s techniques and principles, including through observation at the child?s home.
Behaviour 1. Are individual behaviour plans
developed in consultation with the child with an ASD and their parents with effective practices being shared between home and school?
- There is effective communication between home and school about individuals? behaviour plans.
- Parents are always consulted when there is a significant change to the behaviour plan
School provision 6. Are support systems in place to ensure the child?s educational,
social and life skill needs are recognised
and responded to?
- There is an ongoing monitoring of children?s access to the curriculum, and social activities, involving the child?s mentor where they have one
- Teachers and parents have jointly planned strategies for addressing learning needs in and out of a formal educational setting
IEP 1. Are IEP targets developed collaboratively with the child and parents,
relevant school staff and outside professionals?
- Measurable IEP targets are developed through discussion Level S with all involved, including the child and the parents and are written in clear, comprehensible language
- The IEP includes targets that address the child?s specific difficulties within the triad of impairments and their changing presentation and associated learning difficulties, where applicable
- Learning tasks are presented in a way that match the child's learning style
- Teaching is informed by assessment of the child?s progress towards IEP targets
Speech and Language Therapy 3. Do the interventions involve family, teachers,
other individuals and professionals involved
with the child?
- There is an emphasis on the interventions adopting the indirect model where the SLT shares their knowledge and findings with staff who work with the child rather than concentrating on individual one-to-one therapy.
- There are formal structures through which SLTs provide communication advice to other professionals involved in the care of children with an ASD
- Interventions take account of the child?s unique developmental profile, experience, motivation and social contexts
- Communication targets are integrated into
the child?s curriculum