Inclusion Development Programme (Autism Spectrum): Making practice more inclusive

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Authors
Reitze, Heidi
Issue Date
2010
Educational Level
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 implement a teaching and learning policy to ensure all children, including those on the autism spectrum, could access the curriculum and be successful in their learning.

Aims: The main aim was to ensure that all children, including those on the autism spectrum, could access the curriculum independently and successfully transition between year groups.

Methods: The participants included middle leaders, senior leadership team, school improvement partner, subject leaders, teachers, local authority staff, and the focus pupil's parents. The methods used included training sessions, self evaluations, learning walks/study visits, observations, periodic teacher assessments, and CPD materials/research/expertise.

Findings: The main findings are that the implementation of the school's teaching and learning policy, combined with the use of the IDP Autism Spectrum DVD, has resulted in improved learning outcomes for all pupils, increased confidence in teaching staff, and a more inclusive environment for pupils on the autism spectrum.

Implications: The findings suggest that implementing the IDP Autism Spectrum DVD and the school's teaching and learning policy can have a positive impact on pupil learning, teaching, and school organization and leadership. It can help staff become more confident in understanding and meeting the needs of children on the autism spectrum.
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Keywords (free text)
Infant education
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