This Section Contains The Following Articles:

1. Update On Feedback ABA Education

2. Where Next For ABA Education In Ireland

3.Introducing your child to his/her Diagnosis of Autism or Asperger Syndrome

4. How to Transition your ASD child fromPrimary to Secondary School

5. Overview of the School Support Service

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Item 1: UPDATE ON PARENTAL FEEDBACK REGARDING ABA EDUCATION.


We asked previously for all parents who wanted an ABA education for their children to get in contact with us. Information was sought in light of closure of ABA pilot schools. We were looking for information in relation to Cork City and county especially to see what level of demand there was.

Up until the end of October parents of forty seven autistic children, living in Cork City and county, have been in contact with us expressing an interest in obtaining ABA education for their child. Over half of the parents who responded had children already in state primary educational provision. The age profile varied from 3years to nine years old.

Many of the parents expressed their frustration that their child had been denied access to ABA by 'deal' done. As there is plenty of international data showing the benefits of an ABA education it is very surprising that any autism organistaion could have excepted any deal which in effect removes the option of this type of exclusive education from this country. Clearly there is now a growing demand from parents to have this ABA option returned to the education system.

Further to our original request for information , we have been contacted from various parent groups around the country expressing their annoyance at what has happened. We have also had several contacts from ABA professionals expressing their disgust at the way they have been treated. Clearly this issue of ABA education is going to remain on the educational agenda for years to come.

 

Item 2: Where Next For ABA Education In Ireland ?


We have been getting a large number of emails from parents very worried about their chances of their children getting an ABA education in Ireland and fear that any chance will now be removed completely if present ABA schools are replaced by eclectic schools. Many parents have not been able to even get on any waiting lists for these schools, and clearly there is quite a demand for this type of education.

Shine has always maintains that parents should have options when it comes to the education of their child with autism. Where independent assessments have recommended an ABA education for their child, then clearly any parent should be able to access an education that is deemed appropriate to their child's needs, which includes ABA. International research backs up the importance of ABA and many parents in Ireland have been forced to go to the courts, over the years, to get this form of education for their children. On each occasion they have been confronted by a Department of Education that wants to stop them. The list of cases is lengthy indeed.

It is also very clear from these emails that any trust that they had in the Department of Education, which was low to begin with, has now disappeared completely. If parents want an ABA based education for their child then they should email, or make contact with us so that we can get an accurate picture and numbers involved. The last time we looked at this question was four years ago. At that time parents of 52 children with autism expressed ABA as their preferred educational option for their child. If they now wish to pursue that objective then the gathering of names and numbers involved now needs to take place.

If , as a parent, you now wish to to continue with your objective of an ABA education for you child please make contact with us. If you are going to use email please put 'ABA Parent' in the subject box of the email. Parents can also email us if they have any other suggestions on this matter.

Click Here To Email Us: contact@shineireland.com

 

 

Item 3: “Where do I begin?”

Introducing your child to his/her Diagnosis of Autism or Asperger Syndrome

By : Laura Crowley Educational Support Service - Shine - CLICK HERE TO READ

 

 

 

Item 4: How to Transition your ASD child fromPrimary to Secondary School

By: Laura Crowley Educational Support Services Shine

The transition from Primary to Secondary School can be difficult for any child, but it can be extremely stressful for a child on the Autistic Spectrum. There are many changes which a child has to cope with during the transition period. These include:

  • Having a larger group of peers
  • Being the youngest in the school
  • More teachers and subjects
  • A new building
  • New timetables
  • New and different routines
  • New sensory challenges e.g. school bell ringing every 40 minutes
  • New SNA/ resource teacher/ Learning support

In an effort to alleviate this stress, there are a number of steps that can be taken before, as well as during the transition. The following tips and strategies may not suit every child on the spectrum, as every child has their own distinct needs and learning styles. However, as a parent, you know your child best, and will be able to pick the strategies which will best benefit your child. If you are a teacher, or Special Needs assistant, it may take some time to figure out the best strategies for your new student.

 

 

Give the child a "preview" of their new school

The majority of students with autism will benefit from seeing, experiencing and learning about their new school before they turn up for their first day. The most obvious way for them to preview the school, is to actually visit.

During this visit, you can make the child familiar with the route to the school, the layout of the grounds, the teachers, the Principal, and even the SNA if possible.

If it is not possible for the child to actually visit their new school, there are a number of other ways that they can "pre-view" their school.

  • Access brochures for the school if available
  • Access school newsletters from the previous year
  • Show them the school website if one exists
  • Have them construct any questions they may have and ask a staff member to answer them for him/her.
  • Show the child a video of the school and grounds
  • The Geography of the School

Probably the most important thing your child will have to learn is to navigate the school. Providing a map which the child can refer to is a great help. The map should have as much detail as the child can comprehend, and various landmarks should be clearly labelled e.g. cafeteria, library, home room, toilets.

It is advisable to spend some time going through this map with the child. When the child starts school, orientation utilising this map will be essential. Some schools offer Buddy systems and this is an ideal opportunity for the buddy to help the student.

Following a Timetable

Unlike Primary school, it is usual in Secondary school to change classes up to nine times per day. The timetable will be an essential tool in helping the child to access their lessons. Although it can look like a complicated document, there are a number of ways to simplify it.

  • Symbols can replace initials for subjects. PECS’s pictures are great for this, but other pictures can also be used.
  • Colour coding for subjects e.g. English = blue Irish = yellow etc
  • Write teachers names in full to avoid confusion if more than once teacher has the same surname
  • Some children find clock faces easier to understand than period numbers or the digital time of the class.
  • Descriptions of where the classrooms are e.g. Room A3 is near the library on the ground floor
  • It is essential that parents/ carers have a copy of this timetable. A number of copies of the amended time table should be kept in case the original is lost at any point.

 

Organisation

Ensure that the child has all stationary which is required, and spares in case of loss or damage.

A clear pencil case with 2 compartments can ease access to pens etc as the items are visible through the case. A pen, pencil and rubber should be kept in one pocket of the case and the other items placed in the second compartment.

Encourage independent skills wherever possible. Suggest the child packs their bag for school the night before. This will allow the child enough time to organise their belongings, and you can do a quick check to ensure everything is accounted for. Praise for any emerging independent skills is essential, so remember to tell your child how proud you are.

Ensure your child knows your mobile/home phone number and address in case of emergency. A simple card can also be placed in their wallet/ purse to remind them of essential information. www.ucardit.co.uk make cards for this exact purpose. All relevant information about your child can be placed on the card, as well as emergency contact details.

  • Morning and evening routines will give your child familiar structure and will aid their independence.
  • Keep a supply of change for lunch/bus money, and be sure to give your child the correct amount each evening when they prepare their bag for the following day. A wallet/ purse will also be of benefit and this can be attached their skirt/pants with a key ring to avoid loss.
  • Check your child’s homework diary and school bag each evening to ensure that you see all letters/notes which are sent home
  • Colour code your child’s timetable to correspond with their exercise books and laminate.
  • Use different colour-zipped sleeves to keep all loose stationary and handouts for each subject.

Make homework part of your child’s routine, and to help with organisation, construct a visual daily planner/timetable. A quiet space should be available for them to work in, preferably away from television and other distractions. Make sure all homework is labelled with the date and title, and their name if it is a loose sheet.


School Diaries

A smaller version of the original map can be attached to the child’s school diary, as well as the amended timetable. The TEACCH program recommends that giving the child clear and simple instructions to help them cope in certain situations. These instructions can be attached to the back of the diary and can include things like "what to do if you lose your bus money". These simple instructions can help to alleviate stress and guide them through the appropriate course of action. You may also like to specify a key person that the child should locate should they require help at any stage. This can be a teacher, a buddy, or their SNA.

The SNA should check daily that all homework has been written into the diary, and should also use the diary to notify parents of upcoming events which they may need to prepare the child for e.g. visitor to the school, school mass etc.

To enable the child to learn independent homework skills, get the child to tick off or highlight homework in their diary as they complete it. This will show them how much work they have completed and also serve as a reminder for the work left to complete.


Procedures for break and lunchtimes

It is vital that the pupil knows:

  • Where the cafeteria is
  • Where the queue begins
  • How much their lunch will cost
  • Where they can eat a packed lunch

Please remember that break and lunchtimes (before and after eating) can be problematic due to their lack of structure, as well as high levels of noise and movement. Also, due to the very nature of ASD, social situations such as these can sometimes cause high levels of stress. Many pupils will benefit from a quiet place being made available for the student to retreat to, should they feel they need a break.

Useful information for the school

Before the child begins in the school, it may be of benefit to compile a sensory passport for your child. On this you can include their likes and dislikes from their sensory profile e.g. John can be sensitive to certain sounds, but he likes music. Arming the support staff with this information can allow them to be pro-active and help your child avoid unnecessary stress.

It is vital that you inform staff of any dietary restrictions your child may have. You may also need to explain in detail which foods the child can and cannot consume e.g. can have the ready salted walkers crisps, but no other flavour.Never underestimate the importance of effective communication. Identify a way to keep lines of communication open with the school. For some parents, a regular chat with the SNA or year head may be possible. However the easiest method is probably a communication book between home and school. This book can serve two purposes. It can inform you of progress or difficulties that your child is experiencing within the school day, and it can also allow you to communicate events which may impact on your child’s behaviour and concentration during the day e.g. lack of sleep, illness, family events.

As a parent/carer you know your child best, so follow your instinct. If you find something that works, then use it with confidence and don’t be afraid to share your findings with the school staff. Open communication and partnership between home and school will ensure the transition from Primary to Secondary school is smooth, and causes as little stress as possible, for your child and you!Written by Laura Crowley

Director of Educational Support Service Shine Ireland

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Educational Support Service

For many years now the Shine/IPAA has been fielding calls from Primary schools around Munster. The purpose of the calls varied greatly. Some schools sought simple information about ASD, while others were crying out for help and guidance. As a result of this, the Shine Educational Support Service was founded.

The aim of the service was simple, to ensure positive outcomes and full inclusion for children with an ASD diagnosis in our mainstream schools.

The scheme offers a number of services:

On sight classroom observations and consultations – This is the main focus of our service. In partnership with home and school we strive to ensure the optimum supports and appropriate autism specific techniques are available for the child. We work extensively with teachers, SNA’s and resource teachers to devise strategies for each child, while ensuring that each strategy is individualised to ensure optimum outcomes for the child.

Also

School advice
Educational advice for parents
Workshops/ information evenings for professionals
In house presentations for schools (both Primary and Secondary Level)

Over the first three years of this service, we have successfully liaised with over 35 schools in the Munster region, stretching as far as Tipperary and Limerick, reaching in excess of 70 children. Some schools simply require one consultation, while others receive continuous guidance on issues ranging from communication difficulties, to behavioural issues and social skills.

In our experience, the most common difficulty faced by children in schools is behaviour management. With individualised interventions, full partnership between home and school, and support and guidance for the individual these issues can be resolved, resulting in a positive outcome and continued placement in mainstream education.

The second most common area of difficulty is social skills. Although this can be a tough skill for children on the spectrum to grasp, there are definite ways in which we can foster social skills development and encourage the children to engage in the social world around them. We are currently looking into some new and exciting social skills training initiatives in partnership with one school in the Cork area, and if this proves successful, we will spread the information to other schools.

The scheme is run by Laura Crowley, and has proved to be an enormous success. The following is feedback received from the Resource Teachers in St. Anthony’s Boys National School, Ballinlough, Cork.

“Laura has provided an invaluable service to St. Anthony’s BNS for a number of years. She offers practical advice on behavioural, sensory and social integration issues for a number of pupils on the autistic spectrum in our school. She liaises regularly with ourselves and parents in devising individualised programs for these children. Her contribution is always pragmatic and appropriate to the inclusive school environment and her knowledge of ABA techniques and experience of working with children with ASD means that she often brings fresh and creative ideas to the table. Her suggestions have proved hugely successful for a number of children and we look forward to her continued assistance and involvement going forward”

If you like more information regarding the Education Support Service, please contact Laura Crowley on 021-4377052 or alternatively by email laura.crowley@shineireland.com