10th

June 2014 Cultural Commissioning: Doncaster

Martin Wilson

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SLIDE HERE – JPEG OF FLYER

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Autism

Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them.

It is a spectrum condition, which means that, while all people with autism share certain difficulties, their condition will affect them in different ways. Some people with autism are able to live relatively independent lives but others may have accompanying learning disabilities and need a lifetime of specialist support.

People with autism may also experience over or under sensitivity to sounds, touch, tastes, smells, light or colours.

Autism presents a number of key characteristics that individually and collectively form barriers for people with Autism to learn, develop and progress.

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Children, young people and adults with Autism

•Wide range of needs and support

•Bespoke package of individual support

•Underserved members of the community

•Lack of clear planning about future provision

•Need for new / innovative ideas

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Autism

Across of our programmes we are looking to support people with Autism to:

• Access activity with consistency and continuity

• Be able to interpret and use social communication and environmental cues

• Be more confident to make meaningful, empowered decisions.

• Try to problem solve and find solutions

• Think and plan ahead including organisational skills.

• 'Self-recognise' sensory preferences and tolerances.

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THE COMMISSION OPPORTUNITY

Durham County Council Adult Community Learning Fund

Durham County Council’s Adult Learning & Skills service supports the National priorities for government funding of Adult Community Learning outlined in ‘New Challenges, New Chances Further Education and Skills System Reform Plan: building a world class skills system’, BIS, Dec 2011:

• Maximise access to community learning for adults, bringing new opportunities and improving lives, whatever people’s circumstances.

• Promote social renewal by bringing local communities together to experience the joy of learning and the pride that comes with achievement.

• Maximise the impact of community learning on the social and economic well- being of individuals, families and communities.

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THE COMMISSION OPPORTUNITY

Durham County Council Adult Community Learning Fund

Durham County Council’s Adult Learning & Skills service supports the National priorities for government funding of Adult Community Learning outlined in ‘New Challenges, New Chances Further Education and Skills System Reform Plan: building a world class skills system’, BIS, Dec 2011:

• Maximise access to community learning for adults, bringing new opportunities and improving lives, whatever people’s circumstances.

• Promote social renewal by bringing local communities together to experience the joy of learning and the pride that comes with achievement.

• Maximise the impact of community learning on the social and economic well- being of individuals, families and communities.

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THE COMMISSION OPPORTUNITY

Theme One: Community Learning

Delivery under Theme One should foster aspiration, independence, personal development and promote social and economic wellbeing. We are looking for projects/courses that seek to::

• improve confidence and willingness to engage in learning

• prepare people for training, employment or self-employment through the acquisition of relevant skills

• enable parents/carers to be better equipped to support and encourage their children’s learning

• increase volunteering, civic engagement and social integration/inclusion

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THE COMMISSION OPPORTUNITY

Priority Groups

The following groups should be prioritised although it is acknowledged that some learners will fall outside of these categories:

• Those with low qualifications and/or skill level (below L2)

• Individuals or groups who are socially excluded

• Black and minority ethnic individuals with low qualification and/or skill levels (below L2)

• Those with learning difficulties and/or disabilities and those experiencing mental health difficulties

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TENDER RESPONSE

Creative choices

“Creative Choices” is a multi-disciplinary arts and cultural programme designed to engage people with autism.

The programme aims to broaden the horizons and aspirations of the participants through engagement with creative arts activities to achieve its 3 key outcomes:

• To develop self-confidence

• To improve communication skills

• To work towards being employable

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Delivery

1 x programme manager

2 x Artists

Partner venue

Weekly sessions, 2 hours each

Sessions run as 5 weeks blocks – 4 activity / 1 review

20 week programme

24 learners across the programme (2 cohorts)

£1,500 per learner

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“Play” allows participants to access new and innovative ways of learning and helps to broaden their experience.

‘Play’ encourages risk and creative risk, removal of parameters, removes the sense that there is a right and wrong answer, it responds to each individual and is owned, formed and shaped by the individual regardless of artform.

‘Play’ does not seek to replicate a style of genre of art, but rather provides the space for the individual to respond within an artform or number of artforms..

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Examples of outcomes of ‘Play’ - people with Autism

• Introduction to the concept of personal development and growth (eg progression through an activity that is repeated but extended over time)

• Beginning to explore and feel comfortable in different environments and roles (eg as audience member, performer, assistant)

• Building confidence through achievements and discoveries (eg Performing, moving, singing, creating, speaking in front of peer group and external audience)

• Co-operating/ negotiating / sharing / trading with other group members through participation towards a common goal (eg creating an artistic response – song, dance, etc)

• Communicating individually, in pairs and as part of a group, recognising the value in providing support to others (eg in preparing for rehearsal and performance)

• Exploring communicating physically and improving physical interactions with others/concept of personal space (eg creating space for others to excel and achieve – sharing lines, dancing together, matching rhythms)

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Outcomes generated by users / stakeholders

To develop self-confidence

Students are more confident to make a choice or decision, and form their own opinions independently

Improved self-belief in their own ability to overcome challenges and barriers

To improve communication skills

Participants are able to express likes and dislikes and contribute positively to a discussion

Participants are able to offer an opinion, give and receive praise, listen and understand criticism in a creative context

Working towards being employable

Participants have opportunities to understand the importance of setting personal goals and how to work towards them

Participants are encouraged to foster a sense of curiosity and desire to explore individual interests within new contexts

Participants are supported to develop the ability to self reflect: recognising and valuing their own skills, assets and weaknesses

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• Supporting the formation of opinions/conclusions independently from their parents/caregivers

• Foster a more positive outlook – overcoming the failure/dependency narrative and expectation of no or limited prospects

• Foster a sense of curiosity and a desire to explore individual interests, empowerment

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“I feel curious when I enter the hall.. it feels like you’re on some kind of stage. It’s cool. I think it helps with my confidence.”

“I’m usually the silent type. I’ve come out of myself more, which I have enjoyed. It’s helped me talk more.”

“I feel happy to be there. I look forward to sessions.”

“I am much more confident. I’m not afraid to do things. It’s helped me brilliantly.”

“I feel confident in the sessions. It’s ok in the group. It’s a good thing for us to come. Creativity is a good thing for a healthy mind. Without it everything would be dull.”

“It’s all fun learning how to be a different person. In the sessions I feel free to roam around areas of my mind to see what I could explore.”

10th

June 2014 Cultural Commissioning: Doncaster

Q & A

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