Whole School CPD: Using the IDP in a Secondary School
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Authors
Taylor, Christine
Issue Date
2010
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to create an Autistic Spectrum Disorder (ASD) friendly school environment to enable pupils to reach their full potential and be fully engaged in their learning.
Aims: The main aim was to create an Autistic Spectrum Disorder (ASD) friendly school environment to enable pupils to reach their full potential and be fully engaged.
Methods: The participants included carers, head of school improvement, headteacher, LA adviser, middle leader, national strategies consultant, parents, pupils, SLT, SIP, subject leader, support staff, and teachers. The IDP materials were used with all staff as CPD, with an aim to create an ASD-friendly school environment. Self-evaluation forms were completed pre and post IDP, and best practice was shared from other schools. The SLT fully endorsed the IDP and included it in all planning.
Findings: The IDP has enabled staff to plan for individual needs of pupils with ASD, creating an ASD-friendly school environment. This has resulted in increased staff confidence, improved National Curriculum levels and reading ages, and increased pupil confidence and happiness.
Implications: The findings suggest that with the right support, pupils with ASD can be successfully integrated into mainstream classes and reach their full potential. This includes increasing staff confidence, improving national curriculum levels, and tracking reading ages.
Aims: The main aim was to create an Autistic Spectrum Disorder (ASD) friendly school environment to enable pupils to reach their full potential and be fully engaged.
Methods: The participants included carers, head of school improvement, headteacher, LA adviser, middle leader, national strategies consultant, parents, pupils, SLT, SIP, subject leader, support staff, and teachers. The IDP materials were used with all staff as CPD, with an aim to create an ASD-friendly school environment. Self-evaluation forms were completed pre and post IDP, and best practice was shared from other schools. The SLT fully endorsed the IDP and included it in all planning.
Findings: The IDP has enabled staff to plan for individual needs of pupils with ASD, creating an ASD-friendly school environment. This has resulted in increased staff confidence, improved National Curriculum levels and reading ages, and increased pupil confidence and happiness.
Implications: The findings suggest that with the right support, pupils with ASD can be successfully integrated into mainstream classes and reach their full potential. This includes increasing staff confidence, improving national curriculum levels, and tracking reading ages.
Description
Keywords (free text)
Secondary education