Assessment and Interventions

Kath Togneri,

Head Teacher Kaimes School

Edinburgh

Our Experiences and outcomes

• The National Context

• Assessment– Learning and achievements

• Interventions– Autism friendly

• Progression– Breadth, coherence and relevance

Autism Toolbox

‘The current terminology of ASD is rooted in impairment. In such a context it can be easy to overlook the talents, strengths and competencies of individuals. It is therefore essential to consider ASD in a way that takes accounts of assets as well as challenges’

The Autism Toolbox: An Autism Resource for Scottish Schools [Publication]p42

Assessment

‘‘....is not achieved through a tick list or prescriptive set of tasks. It is individual to each child (young person) and relies on– careful observation– identification of concepts/skills requiring

further– exploration– dialogue with parents– other professionals– interpretation of information

(Autism Toolbox p 62)

Social Curriculum

1. Assessment must consider social and communication skills

2. The developmental profile of children and young people with ASD can be mixed or spiked.

3. The pupil may be very inconsistent in the execution of tasks.

4. They may demonstrate competency but then appear to have lost the skill or the motivation to carry out the task therefore ASD is central and not peripheral..

Autism Toolbox Part 2 Section 2.4 Assessment

Examples

• Parent/pupil view

• Transition planner

• Pupil Profile

• IEP

• Collecting data

What I am good at

  

CDTComputingEco Committee member

 My hobbies and interests 

WarhammerComputer games

 My hopes and dreams

I see myself having a job and staying at home as long as I can. If you don’t stay at home, you have to pay for stuff on your own. 

Getting Ready for your Future

My Transition Meeting 

Name: Date of Birth Home Address/ contact details:

Year Group S4 S5 S6

Date of my meeting: School Leaving Date: Key school contact person:

Statutory 

Proposed

People who came to my meeting: 

At my Transition Meeting we talked about:My strengths and interests – things I am good at and enjoy doing         

How I am getting on at school – How I am getting on at school, my current targets, what is going well, the support I get in school, alternative assessment arrangements, anything else?           

My Plans for the Future –my school leaving date, possible post-school options, things to help me get ready for my transition, my transition action plan, anything else            

IEPs

1. Assessment will inform key areas for inclusion in educational target setting and future planning.

2. Targets should not be solely academically driven.3. Assessment should also incorporate and value

wider achievements. 4. Wider achievements should be recognised in

order to boost and maintain self esteem of pupils. 5. Children and young people with ASD often do not

see themselves reflected in the usual celebrations of achievement in schools.

Autism Toolbox Part 2 Section 2.4 Assessment

http://egfl.net/Education in Edinburgh

Learning and Teaching

Community Learning

Pupils’ Grid

Additional Support for Learning

i Information Centre i CPD

Planning Transition Toolkit

Policies Guidelines and Resources Authority: ASSET

ASSET: Additional Support Self Evaluation Tool

How does it work? • ASSET is structured around the four themes

which make up QI 5.3. These are• Theme 1:Tasks activities and resources• Theme 2: Identification of learning needs• Theme 3: The roles of teachers and specialist

staff• Theme 4: Meeting and implementing the

requirements of legislation

Intervention/Progression

“ Progression - increasing the breadth and the depth of learning at each level as well as providing greater challenge for pupils as they move to the next levels.

Experiences and outcomes offer opportunities to consolidate and extend learning in individual areas - to meet the varied needs of children and young people, recognising that they will progress at different rates.

...the curriculum framework sets out broad expectations for progression.....”

PowerPoint file: Ensuring progression - getting started (1.4 MB)

Interventions

• Work with various agencies

• Ensure learning in a variety of settings– Outdoor education

• Embrace curriculum for excellence

Autism toolbox part 3 section 5

Progression

• Challenge?