IDP: Using the Inclusion Development Programme (Autism Spectrum) to support the school community
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Authors
Turner, Julia
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
ISCED Level 2 Lower secondary education
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to increase staff knowledge and skills to make inclusion of all pupils a reality, reduce behavioural incidents, and improve outcomes for all pupils.
Aims: The main aim was to increase inclusion and participation of pupils with complex social and behavioural difficulties, reducing the impact on their peers, and to increase staff confidence in making reasonable adjustments to respond to the needs of pupils on the autism spectrum.
Methods: Participants included support staff, headteachers, national strategies consultants, senior leaders, SIPs, teachers, and parents. They all worked together to increase inclusion and reduce behavioural incidents in the classroom. Methods used included initial launch by Autism Outreach, Pastoral Team Meetings, Coaching Sessions, Peer Observation, and use of IDP Autism Spectrum resource to increase staff knowledge and skills to increase inclusion and reduce behavioural incidents.
Findings: The main findings are that the CPD approaches used, such as the Autism Outreach Team and Coaching Sessions, have had a positive impact on pupil learning by increasing inclusion and participation in the classroom, reducing behavioural incidents, and increasing staff empathy.
Implications: The findings suggest that increased awareness of barriers to learning and the use of reasonable adjustments in the classroom can have a positive impact on pupil learning, teaching, and school organisation and leadership.
Aims: The main aim was to increase inclusion and participation of pupils with complex social and behavioural difficulties, reducing the impact on their peers, and to increase staff confidence in making reasonable adjustments to respond to the needs of pupils on the autism spectrum.
Methods: Participants included support staff, headteachers, national strategies consultants, senior leaders, SIPs, teachers, and parents. They all worked together to increase inclusion and reduce behavioural incidents in the classroom. Methods used included initial launch by Autism Outreach, Pastoral Team Meetings, Coaching Sessions, Peer Observation, and use of IDP Autism Spectrum resource to increase staff knowledge and skills to increase inclusion and reduce behavioural incidents.
Findings: The main findings are that the CPD approaches used, such as the Autism Outreach Team and Coaching Sessions, have had a positive impact on pupil learning by increasing inclusion and participation in the classroom, reducing behavioural incidents, and increasing staff empathy.
Implications: The findings suggest that increased awareness of barriers to learning and the use of reasonable adjustments in the classroom can have a positive impact on pupil learning, teaching, and school organisation and leadership.
Description
Keywords (free text)
Middle education , Behaviour and attendance , Inclusion , Social and Emotional Aspects of Learning (SEAL)