1 / 39

THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM AUTISM CYMRU CARDIFF April 2008

THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM AUTISM CYMRU CARDIFF April 2008. THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM JOHN MCDONALD: CHIEF EXECUTIVE JIM TAYLOR: DIRECTOR OF EDUCATION

dallon
Download Presentation

THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM AUTISM CYMRU CARDIFF April 2008

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM AUTISM CYMRU CARDIFF April 2008

  2. THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM JOHN MCDONALD: CHIEF EXECUTIVE JIM TAYLOR: DIRECTOR OF EDUCATION AND SUPPORT SERVICES

  3. THE SCOTTISH SOCIETY FOR AUTISMdesign for autism – design for life • Established 1968 – parent led • Adult and children's services • 25 locations across Scotland • c.700 staff • Individuals with ASD should be given the opportunity to evolve a lifestyle which is positive and leads to independence • Individual development through partnership, negotiation, support and encouragement.

  4. THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM 3 levels of engagement INDIVIDUAL REGIONAL NATIONAL

  5. THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM SUMMARY DESIGN FOR LEARNING DESIGN FOR LIFE DESIGN FOR AUTISM

  6. New Struan – A Centre for Autism Supporting Integrated Learning for Life • New Struan School • Education Advisory Service • Centre for Training in Autism • Autism Advisory and Consultancy Service • Diagnosis and Assessment Service • Respite and Short Breaks Service • Transitions into Adulthood

  7. New Struan School • Designed to support the specific learning needs of pupils with ASD • Created as a focal point for the Society’s practice with people with Autism • Supports the concept of Inclusion for young people with Autism

  8. A Curriculum for Excellence Successful learners Confident Individuals To Enable all young people to become: Responsible citizens Effective contributors Scottish Executive 2005

  9. Successful Learners With: • Enthusiasm and motivation for learning • Determination to reach high standards of achievement • Openness to new thinking and ideas Scottish Executive 2005

  10. Responsible Citizens With: • Respect for others • Commitment to participate responsibly in political, economic, social and cultural life Scottish Executive 2005

  11. Confident Individuals With: • Self respect • A sense of physical, mental and emotional well-being • Ambition Scottish Executive 2005

  12. Effective Contributors With: • An enterprising attitude • Resilience • Self reliance Scottish Executive 2005

  13. Education Advisory and ConsultancyService • Supporting strategy and practice • Supporting schools to provide an education programme specific to ASD • Direct support to individual teachers in classes • Direct support to pupils to enable transitions and independence

  14. Centre for Training in Autism (CETA) • Provides basic level training for all Society staff • Provides specialist training in more specific areas • Provides accredited training for professionals and families across Scotland • National Conferences and a series of mini Conferences across Scotland

  15. Autism Advisory and Consultancy Service • Develops partnerships with Local Authorities • Provides direct support and training for families and young people • Works with individuals to provide non-school support • Develops individualised programmes to support families and young people

  16. Diagnostic and Assessment Service • Provides a formal diagnosis and assessment for people of all ages • Can provide second opinion assessments • Capacity to link families and individuals with all other services available

  17. Transition into Adulthood • Develops highly individualised packages to support young people into post school placements • Provides direct support to families in identifying, securing and achieving funding for adult placement • (More later )

  18. THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY NEW STRUAN – A CENTRE FOR AUTISM DESIGN FOR AUTISM Scottish Society for Autism Hilton House Whins Road Alloa FK10 3SA Tel: +44 1259 720044 www.autism-in-scotland.org.uk

  19. Design for Learning

  20. The Statutory Framework The Scottish Executive requires schools to provide environments that are: • Safe • Pleasant • Stimulating • Supportive of curricular, social and leisure activities • Conducive to learning and teaching (Scottish Executive, 2000)

  21. Her Majesty’s Inspectorate of Education (HMIe) audit and review teams expect to see: • Space that ensures freedom and clarity of movement • Adjustable lighting and heating • Good acoustics • Adequate furniture and storage that is fit for purpose • Furnishings and colour that both stimulate learning and promote a calm atmosphere

  22. ‘Auditory and tactile in-put often overwhelmed me. Loud noise hurt my ears. When noise and sensory stimulation became too intense, I was able to shut off my hearing and retreat into my own world.’ (Grandin, 1996)

  23. ‘Value Added’ Design takes account of the different perceptions and learning style of children with an ASD, including: • Sensory distortion • Perceptual distortion • Executive function difficulties • Central coherence difficulties • Inflexibility of thought and action • Social interaction difficulties

  24. The design also supports: • Promotion of independence • Greater social and emotional well being • Pupil involvement in the planning and delivery of “whole school” events • Delivery of the “Curriculum for Excellence”

  25. Donna Williams describes her ideal education environment: ‘…one where the room had very little echo or reflective light, where the lights were soft and glowing with upward rather than downward projecting light. It would be one where the physical arrangements of things in the room was cognitively orderly and didn’t alter and where everything in the room remained within routinely defined areas. It would be an environment where only what was necessary to learning was on display and there were no unnecessary decorations or potential distractions’ (Williams 1996, p.284)

  26. The architect’s brief To create: • A sense of calm and order • Good levels of natural light and ventilation • Reduction of detail • Good proportion • Proxemics (the amount of space that people feel it necessary to set between themselves) • Containment (ensuring that people with ASD are safe and secure within their environment) • Easily managed, durable materials • Good observation • Good quality acoustics Whitehurst, 2006

  27. ‘The Street’ Wide, well-lit, carpeted corridor enables: • Clear view • Brightness and space • Reduced noise • Easy movement of ‘traffic’ • Passing without touching • Independent movement • Socialising • Induces sense of well-being

  28. ‘Caves of learning’ Curve outwards from the ‘street’, with a minimum of sharp angles, obstructive corners and hidden doorways. These areas offer many learning opportunities:

  29. The classrooms Include the following details: • Clearly delineated areas • ‘Quiet room’ • Low level and high level windows • A ‘light shelf’ and specifically angled ceiling • A daylight simulator • Dimmer switches • Large carpeted areas • Ample storage space • High quality, robust and attractive furnishings • Well organised and attractive display areas • An external door leading to a patio area and gardens

  30. Citizenship • Increased opportunities for pupil involvement in ‘whole school’ events • Pupil Council generates ideas and consults with staff and peers. • They problem-solve /organise/delegate • Pupils involve their parents • Pupils lobby politicians

  31. Confident Individuals • Pupils advocate for themselves • Participate in target-setting • Represent themselves in Annual Review meetings • Are ambitious learners • Demonstrate respect for themselves and others

  32. Impact • A calm and structured arrival at school each day • Important, daily transitions are made without confusion or fear of crowding. • Greater autonomy throughout the day as pupils move from area to area without the need for direct supervision. • Clear delineation and purpose of each area of the classrooms has resulted in increased independence and focus for the pupils. • Classroom lay-out and ample storage has enabled staff to provide an uncluttered and purposeful working environment. • During times of stress pupils request time in a favoured space, thus having some control over their own behaviour. • Aura of calm and a sense of well-being.

  33. Continued ……………. • The respect, value and high expectation of the pupils has resulted in a dramatic decrease in the amount of damage to property. • Clear views and easy access to the outside areas has greatly reduced the need for pupils to resort to other measures in order to see or be outside. • Enhanced social opportunities. • There is a greater sense of community and inclusion throughout the school, with pupils, staff and parents joining together to plan and participate in ‘whole school’ events and activities. • An excellent building promotes the delivery of a ‘Curriculum for Excellence’.

  34. The Scottish Society for Autism Design Principles: • Learning to live with an ASC : Establish environments which provide;- • Lifelong education and training in all aspects of daily living • Enhance personal skills, communication skills and support to make informed choices • Person centred support , individually focussed: impact of ASC • Opportunities for every individual to access and use local community facilities and services.

  35. The Scottish Society for Autism Design Principles: • Achieve goals by:- • Focus on assessment; understanding the impact of the ASC • Person centred programmes based on assessment outcomes • Directly supporting individuals : regularly reviewing development and future needs • Developing and supporting well trained knowledgeable staff team to provide direct support to facilitate the use of local resources.

  36. Kudos Innovations LAYOUT STRUCTURE PRESENTATION.

  37. Inclusion:How do you get yours?A spectrum condition – a spectrum of responses Somewhere to be Something to do Someone to be with Making a contribution

  38. The Scottish Society for Autism • Difference • Differentiation • Design • Inclusive lifestyles

  39. The Scottish Society for Autism Contact us: John McDonald Chief Executive Hilton House, Whins Road, Alloa Clackmannanshire FK10 3SA Telephone: 01259 720044 Fax: 01259 720051 email: autism@autism-in-scotland.org.uk

More Related