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Education Rights: Autism and School

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Autism classed as a special need

There are about 700,000 autistic adults and children in the UK, and one in 100 people are on the autistic spectrum. Autism is a special need because it can affect how people interact with the world, and how they communicate with other people. Autism is a lifelong condition and manifests itself differently from person to person. Some traits are:

  • Speech difficulties. Sometimes autistic people are unable to speak or have limited speech. Also although others may have brilliant language skills, they may not understand verbal cues or non-verbal gestures. They may require speech and language therapy in order to develop their understanding and confidence.
  • Emotional misunderstandings. Autistic people often find recognizing or reading other people's emotions and intentions confusing. This can also mean that they cannot express their own emotions and so experience regular anxiety.
  • Sensitivity to routines and environment. Autism can make the world feel unreadable and confusing. This means that some autistic people rely on regular routines to help them get through the day. If this is disrupted they can get extremely distressed. The same can occur if an autistic person is sensitive to the sounds, touch, tastes, smells, light, colours and temperatures of their surroundings. As a result they become overwhelmed, and may retreat from everyday situations.
  • Repetitive actions. When an autistic person wants to calm down, or are full of happy feelings, they may repeat movements such as rocking, hand flapping, closing a door or twirling pens. Repetitive actions can be an important strategy to help them take control of themselves in many situations.
  • Meltdowns. Although meltdowns are a fact of life for many children, for an autistic child they are very intense and exhausting. If the world or situation becomes too overwhelming then they may completely shut down, become non-verbal, scream and shout or become physically aggressive. These meltdowns can affect autistic adults as well, and can be just as distressing.
  • Anxiety and obsessive interests. When living with the traits discussed above, a person can feel high levels of anxiety which affects both their personal and working lives. Another marker for autism which can also affect personal and working life, is whether someone becomes heavily engrossed in particular topics or activities. Although in some cases it can mean that an autistic person may neglect other aspects of their lives, obsessive interests can improve wellbeing and be an enjoyable escape from the challenges of an overwhelming and confusing world.

How does autism affect a child's learning in school?

Autism can have wide-ranging effects on a child's learning, from requiring no extra support at all, to being a constant consideration in how they are taught:

  • The 2010 Equality Act says that schools must provide all eligible children with free and appropriate public education that meets their unique needs. So, if your child does need extra support, then parents, teachers and the SENCO can work together to request an EHC assessment. If successful, the child can then be given an EHC plan, which documents exactly what resources and strategies need to be put in place to help them with their learning.
  • A key part of the EHC plan may be that the child requires some assistive technology. This technology can be acquired commercially or bought in a high street shop. If used well, it can increase, maintain or improve functional capabilities of an autistic child.
  • If parents and teachers feel that a child with autism may fall behind in their learning during half-term breaks and summer holidays, then the child may be entitled to ESY services (Extended School Year). This would mean that they receive learning support during longer vacations, and revisit skills they have already covered in previous terms.

However, although many strategies can be put in place, it is worth bearing in mind how a child's autism may still affect their learning throughout the school day. As autism often provides social challenges, it may mean that an autistic student finds it more difficult to learn in the classroom than their peers. Perhaps they will be unable to access lessons due to the way a teacher verbally delivers them, or finds social cues confusing during group work. On top of this, the environment of the classroom may irritate or heighten the anxiety of an autistic child if they are sensitive to particular sounds, sights and smells. If there are any concerns about these issues, then parents and teachers should regularly work together to ensure that academic progress is disrupted as little as possible.

Can a child with autism go to a normal school?

Today, over 71% of children with autism attend mainstream schools. There is a legal duty that all children are educated in a mainstream setting unless the following stipulations are met:

  • a mainstream school would not meet the child's needs
  • the education of the other children at the school would be affected
  • the placement would be too expensive

Therefore it is absolutely possible and acceptable that a child with autism can attend a mainstream school, but what would kind of education and support would they receive?

  • As discussed above, when the child starts a mainstream school they should be assessed by staff, and then the SENCO should apply for an EHC plan. The EHC plan could mean that the child will receive extra teaching support, personalised ways of teaching that are better suited to their needs and separate lessons.
  • Depending on the individual needs of the child, the school can put visual communication aids such as PECS (Picture Exchange Communication System) into place. This resource will not only help the child to understand and communicate with their teachers, but will also enable the teachers to understand the child.
  • One of the benefits of attending a mainstream school is that autistic children can mix with and experience the behaviours of neurotypical children. Although this can be a confusing and sometimes stressful situation, if handled carefully by staff and parents, an autistic child can build up their confidence about the wider world and even feel greater acceptance.

However, every autistic student's needs are different, as are the approaches and capabilities of the mainstream schools in your local area. The potential problems are:

  • The school is not readily equipped to support the child. After an EHC plan is put in place, it may take a while before technology and strategies can be introduced. Sometimes a mainstream school can never meet the appropriate levels of technology required.
  • Limited special needs training. Another long term problem is that most mainstream teachers have had little autism or special needs training. Recent 2012 research has also suggested that a majority of mainstream teachers (70%) do not feel confident when teaching children with any type of SEND. Therefore it is essential that you take into account the experiences and qualifications of the teachers, and ask questions about how they will improve their SEND training as your child moves up the school.

Are special schools better for autism?

Deciding on whether your child should attend a special school is a very big choice to make, and ultimately even if they have an EHC plan, the special school still may not be the right fit. You must make an informed decision based on a well-rounded picture of the school and of the unique needs of your child. However, the positive contributions that special schools can provide are:

  • A considered environment. A special school may take into account how students with SEND are sensitive to particular sensory triggers in the environment. Therefore classrooms, class sizes, lessons and social mobility around the school building may have been designed with these triggers in mind, reducing the anxiety or overwhelming feelings that a child with autism can experience.
  • Help with travel to the school. Special schools often have many links to mobility companies and can provide support to find the best option for a pupil with autism.
  • Experienced and well-trained staff. In order to work at a special school most, if not all, staff will need to have gained qualifications and experiences in teaching children with SEND. Special schools will also be more likely to provide more SEND training for their staff. As a result, lesson work is often geared towards the student's individual needs and is linked carefully to their own individual targets.
  • Attention to developing personal skills. Some special schools will work hard to teach the child strategies that will increase their interpersonal skills. This may mean that an autistic pupil will develop greater self-esteem and feel less depressed when the world becomes too overwhelming. Also there may be a greater focus on developing your child's independence, encouraging them to believe that they can do things for themselves.

How can I help my autistic child settle into a new school?

Helping your child to transition into a new school setting is incredibly important for both their personal and academic wellbeing. The more that you can do to support them at the start of their school life, the better. Here are some helpful tips that you may want to consider:

  • Visit the school with your child before they start. During the visit you will be able to meet the staff and take photos of key rooms and people. If possible, you could make a book of photos with your child that they can refer to while at home. This is a great way to relieve any worries and give an autistic student the chance to prepare.
  • Create social stories. Using the photographs and information you have learnt from the staff, you can create social stories which will help your child understand what they can expect at school. Social stories are short descriptions of a particular situation, event or activity. They includes specific information about what to expect and why. You can also make a worry box or worry toy that your child can add to, or talk to, as they transition through school.
  • Use visual supports. As discussed earlier, visual supports or PECS can act as a communication lifeline in a school environment. If you start to use PECS at home before an autistic child starts school, they can get comfortable using them and begin to take ownership over their own verbal and physical communication. As a result, they may feel even more confident to start school and to communicate with children and teachers. PECS can take the form of laminated cards on a key ring, or a visual time table that the child can build up and change throughout their day.
  • Share information. Being as open and communicative with teaching staff about your child's needs on a regular basis will make the experience even more positive. It is also important that you ask about how the child is progressing, and meetings can be arranged if there are any emerging or re-occurring problems that need to be addressed.

How can I help my autistic child when they are ready to leave school?

A young person can stay in school until they are 18 years of age, and this can be extended if they attend a special school. When leaving school is on the horizon, it can feel both overwhelming, and exciting, that your child has finally reached this wonderful milestone. Just as you have supported them through school, you can now help them to consider these key actions and decisions before they move on:

  • Prepare for an easy transition. Make a plan with your child which carefully details their transition into whatever direction they choose to go next. It is important that what matters to them is considered, as well as what they want for their future. It is also important that these decisions are thought through as early as possible, enabling the child to feel confident about and aware of all expectations, as well as ensuring there is enough time to put the choices into action.
  • Use the settling in strategies. Consider the strategies we discussed above when the student is making any big transition. Their familiarity with them will hopefully mean that this new change will not be too distressing, and instead become something that they feel comfortable about.
  • Talk to the local authority. The LA should normally collate information from professionals and from the child's family which will help them to make their decisions. This information should be released to the student at least 12 months before they leave school. Then, at least 6 months before the student leaves, the LA needs to pass this information on to whichever service, institution or workplace they will be moving on to next. If you or your child feels they are not getting the correct support with their transition, then contact their current school or the local authority.
  • Check out financial support. Depending on the needs and level of care required by an autistic student, they may be entitled to social security benefits and social care support. Please check here to find out more.

We hope this advice and information has been useful. However, if you would like to find out more then please check out the websites below.

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