Links and resources for Settings
Social Story examples on returning to school during Covid 19 Pandemic
Coronavirus Social story from Grammarsaurus
Social Distancing at school from Grammarsaurus
Social Distancing at school (editable) from Grammarsaurus
School is opening-Cognus Limited
Going back to school after closures
Transition materials for vulnerable children and young people-from our colleagues at the Behaviour Outreach Support Service, Lincolnshire (BOSS)
Infant to Junior BOSS Transition Booklet
Infant to Junior BOSS circle guide
Infant to Junior key adult guidance
Primary to Secondary BOSS Transition Booklet
Primary to secondary BOSS Transition circle guide
Primary to secondary BOSS Transition key adult guidance
Post-16 BOSS Transition Booklet
Post-16 BOSS Transition key adult guide
Examples of adding visual structure
First and then to show what is happening. Then could be a reward/motivator.
A simple top-down visual schedule showing the whole school day. You could cover or remove sections as they are completed to show the day getting shorter.
A more complex visual schedule for those that can match times with a clock. Again cover or remove to show finished.
A task list for within a routine. The ticks are moved over as the tasks are completed. This could easily be adapted to mark off with a pen or be a simple written list for those reading at that level.
Visuals can be sequenced to promote independence so that the child/young person can move indepedently onto the next step. It would be useful to cover or remove steps as they are completed so the child/young person can easily refer back to what is next.
Setting up a learning space-physical structure
A learning space or workstation needs to be a defined area, free of clutter. The layout of furniture and equipment should give clues as to what is happening and what is expected. This picture indicates the child/young person will be working independently.
Here is a workstation showing the use of the TEACCH approach. Tasks to be completed are in the green tray, when they are completed, they move to the red tray to show "finished". There could be one task in the tray or several depending on the child/young person's needs. This could be used alongside First/Then so once the task/s are completed, there is a reward/motivator for completion.
Sand timers can be very powerful. Open ended tasks can be more difficult to start as our children/young people are not sure of the expectation of how long to work for. Timers can support here-you work until the timer is finished. They can also be useful to forwarn of a transition point so they can prepare to stop a task or activity particularly if what they are doing is more preferable.
Please click on the links provided below:
What is the Special Educational Needs and Disability (SEND) Local Offer?
Free resources from the Autism Education Trust
Schools Autism Progression Framework
Schools Autism Competency Framework
Online Autism resources and Books
The National Autistic Society
Pathological Demand Avoidance Society (PDA)
Jessica Kingsley Publishers - Autism and related conditions
Sensory Integration Differences
Sensory Integration Network
Sensory Circuits
GHA WTT sensory profile of behaviour-school version (please read alongside our sensory integration policy. Advice is not designed to replace that from a qualified Occupational Therapist but based on our knowledge, skills and policy)
GHA WTT sensory profile of behaviour-family version
Examples of completed sensory profiles and target arising Year 1 example, Year 3 example, Year 5 example
Sensory Processing Differences in Early Years-Leicestershire resource
Sensory Processing Differences KS1 to KS4-Leicestershire resource
Reasonable Adjustments for autistic pupils sensory differences- Andrew Cutting, NAS
Sensory envinronment Audit from the AET
SENCO resources
Behaviour as Communication
It's the Little Things- Toolbox from ENABLE Scotland
Autism and Attachment
Pupil Profiles/Passports
Sheff Kids- Communi-CRATE sheets
Transition resources (no one workbook fits all-WTT suggest you pick the best bits from each and adapt for the individual)
Arfur Moe's Transition workbook
NAS-Moving from primary to secondary school
Anxiety and Autism
Anxiety Tracker- A tool to share with families to detail anxious behaviours outside of school.
AET- How School stress can lead to school refusal and impact on family life
AET Tools for Teachers- The stress bucket
Change and Anxiety- a blog post showing the ongoing impact of change
Where do I feel ?-emotion body map
Anxiety and Autism in the classroom- an article for Network Autism by Sarah Hendrickx
A guide to supporting to a child who is struggling to attend school
An Evidence based guide to Anxiety in Autism-Autism Research Group-University of London
Useful information and resources available at https://notfineinschool.org.uk/professionals/
Pathological Demand Avoidance (PDA)
Positive PDA booklet
Being Misunderstood-PDA Society
PDA Awareness Matters booklet
Strategies for teaching pupils with PDA- from Autism Education Trust
Eating and Drinking
Dysphagia for people with Autism and Learning Disabilities (difficulties with chewing, swallowing and reflux)
PICA-What is it and what can you do to help- Options Autism help sheet
Developing Children/Young People's understanding of Emotions
Some great resources and links for emotional literacy on the ELSA site https://www.elsanetwork.org/resources/free-resources/