It is important to reduce as many barriers as possible and to set students up for success in a predictable and calm environment.Ĭareful analysis of individual learning needs is necessary to understand their child's motivation and preferred ways of working. The physical learning environment can impact significantly on children and young people on the autism spectrum.
Transition guidelines (docm - 718.59kb).Primary school profile (docm - 884.96kb).Positive behaviour support – what does it mean? (docm - 800.31kb).
Planning tools and how to use them (docm - 966.34kb).Planning matrix template (docx - 254.71kb).How to use the orange behaviour form (docm - 786.11kb).How to implement positive behaviour support (PBS) (docm - 1.99mb).Dysregulated behaviour (docm - 732.4kb).Behaviour support plan (docx - 47.44kb).Behaviour support plan (BSP) (pdf - 115.87kb).Behaviour response plan (docx - 58.85kb).Autism friendly whole school planning matrix (docm - 46.32kb).Assemblies and excursions (docm - 770.09kb).In turn, children and young people on the autism spectrum need to clearly understand the whole school ethos, expectations, and rules of behaviour. In order to be fully inclusive of all children and young people on the autism spectrum, whatever their interests, abilities or learning and support needs, it is beneficial for schools to adopt a whole school approach to teaching, learning and support.Ī whole school approach focuses on the responsibilities of all members of the school community to ensure all children and young people have the opportunity to maximise their learning experience. Developing social and communications skills.They should form part of a broader approach to meet the needs of children and young people on the autism spectrum.Ĭonsider each resource and it's suitability for the child or young person you're working with. These resources provide a starting point for early childhood and school professionals to learn about ASD.
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