Inclusion Development Programme (Autism Spectrum): Promoting parental confidence
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Authors
Bargh, Kate
Smith, Michelle
Issue Date
2010
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 knowledge and build capacity in the area of Autism Spectrum, increase parental confidence, and reduce parental anxiety in order to increase pupil engagement with the curriculum and their peers.
Aims: The main aim is to increase knowledge and build capacity in the area of Autism Spectrum, reduce parental anxiety, and increase pupil engagement with the curriculum and their peers.
Methods: The participants included headteachers, LA advisers, middle leaders, National Strategies consultants, parents, SLT, SIPs, subject leaders, teachers, teaching assistants, and Local Authority staff. The school used a graded evaluation questionnaire, dedicated time for training, parent workshops, communication passports, and observation to measure progress and impact on pupil learning.
Findings: The main findings are that Rushall JMI School has implemented an Autism Spectrum Inclusion Development Programme (AS IDP) to increase staff and parental confidence in the area of Autism Spectrum and SEN, resulting in greater pupil participation, reduced anxiety, and increased collaboration between home and school.
Implications: The findings suggest that a whole school approach to Autism Spectrum and SEN, including parental involvement, can lead to increased pupil participation, reduced anxiety, and greater staff knowledge and confidence.
Aims: The main aim is to increase knowledge and build capacity in the area of Autism Spectrum, reduce parental anxiety, and increase pupil engagement with the curriculum and their peers.
Methods: The participants included headteachers, LA advisers, middle leaders, National Strategies consultants, parents, SLT, SIPs, subject leaders, teachers, teaching assistants, and Local Authority staff. The school used a graded evaluation questionnaire, dedicated time for training, parent workshops, communication passports, and observation to measure progress and impact on pupil learning.
Findings: The main findings are that Rushall JMI School has implemented an Autism Spectrum Inclusion Development Programme (AS IDP) to increase staff and parental confidence in the area of Autism Spectrum and SEN, resulting in greater pupil participation, reduced anxiety, and increased collaboration between home and school.
Implications: The findings suggest that a whole school approach to Autism Spectrum and SEN, including parental involvement, can lead to increased pupil participation, reduced anxiety, and greater staff knowledge and confidence.
Description
Keywords (free text)
Primary education , Behaviour and attendance , Cross-agency working , Inclusion , Leadership , Self evaluation and review , Social and Emotional Aspects of Learning (SEAL) , Transfer and transition