IDP: The development of effective strategies to support pupils on the autism spectrum in a primary school
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Authors
Wilson, Karen
Issue Date
2011
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to increase awareness and understanding of autism spectrum (AS) among staff, improve teaching strategies, and ultimately enhance pupil progress.
Aims: The main aim of the Inclusion Development Programme (Autism Spectrum) was to raise awareness and provide effective teaching strategies to improve participation, social interaction, and personal relationships for pupils on the autism spectrum.
Methods: The participants included governors, headteacher, LA adviser, middle leader, parents, SLT, teachers, and teaching assistants. The school used CPD sessions, self-evaluation checklists, pupil questionnaires, observation outcomes, and parent meetings to measure progress towards success criteria and impact on pupil learning.
Findings: The main findings are that the CPD programme has had a positive impact on pupil learning, teaching, and school organisation and leadership. It has increased staff awareness and confidence, improved pupil behaviour and concentration, and strengthened relationships between staff and pupils.
Implications: The findings of this case study suggest that increased awareness and effective teaching strategies can lead to improved pupil learning, increased self-esteem, better behaviour, and stronger relationships between teachers and pupils. It also suggests that increased collaboration between staff and support services can lead to better management of SEND.
Aims: The main aim of the Inclusion Development Programme (Autism Spectrum) was to raise awareness and provide effective teaching strategies to improve participation, social interaction, and personal relationships for pupils on the autism spectrum.
Methods: The participants included governors, headteacher, LA adviser, middle leader, parents, SLT, teachers, and teaching assistants. The school used CPD sessions, self-evaluation checklists, pupil questionnaires, observation outcomes, and parent meetings to measure progress towards success criteria and impact on pupil learning.
Findings: The main findings are that the CPD programme has had a positive impact on pupil learning, teaching, and school organisation and leadership. It has increased staff awareness and confidence, improved pupil behaviour and concentration, and strengthened relationships between staff and pupils.
Implications: The findings of this case study suggest that increased awareness and effective teaching strategies can lead to improved pupil learning, increased self-esteem, better behaviour, and stronger relationships between teachers and pupils. It also suggests that increased collaboration between staff and support services can lead to better management of SEND.
Description
Keywords (free text)
Primary education , Behaviour and attendance , Inclusion