Using an Attention approach to develop quality provision for children with autism in early years settings
Julie Mellor
London Borough of Hillingdon
Test
Abstract
Background This presentation focuses on work with early educational settings to improve the quality of provision for children with autism. The local authority team had worked with the settings for several years developing ... [ view full abstract ]
Background
This presentation focuses on work with early educational settings to improve the quality of provision for children with autism. The local authority team had worked with the settings for several years developing inclusive practice, but the provision and staffing did not promote the holistic development of children with autism.
Rationale
The national agenda promoted inclusion; whilst understanding and advocating children's right to access local provision this often conflicted with their right to access high quality early education. We set out to increase the quality of early education for children with autism.
Main points
To raise quality an intervention was developed that educational staff would deliver. Training on autism was provided; this was followed by eight weeks of modelling the intervention. Each week once the intervention had been modelled practitioners ran the intervention, followed by a short mentoring session.
The intervention focuses on working with the strengths that many children with autism have, it is highly visually appealing and is based on the philosophy of offering an irresistible invitation to learn. There are four stages to the intervention which are developmental, with new skills being taught building upon previous skill development.
Conclusions
The intervention runs in seventy two settings. The quality of provision for children with autism improved significantly, children enjoy the intervention and engage joyfully in the sessions. Children's skills develop through their involvement in the intervention. Staffs confidence and skills in working with children with autism significantly increased. Parental feedback is very positive. Impact data is available.
Authors
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Julie Mellor
(London Borough of Hillingdon)
Topic Area
Topics: Practice
Session
V15A » Oral Posters: Education I (11:40 - Sunday, 18th September, Moorfoot Room)
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