ASD Seminar[1]

7/30/2019 ASD Seminar[1]

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Inclusive education for pupils with

ASD: challenges and opportunities

Neil Humphrey and Wendy Symes

School of Education, University of Manchester


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Welcome, thanks and housekeeping

Welcome to everyone! We hope you enjoy the seminar Thanks to:

ESRC for funding the research

Our various speakers for giving up their time to contribute today

The schools and pupils for their participation in the project Wendy and her various junior researchers for helping to collect

and analyze the project data

All of the presentations in this seminar series, the papers

we have written from the project, and various other

resources are housed at: www.asdinclusion.info

Please visit the site and bookmark it as it will be updated

regularly as we continue our dissemination
http://www.asdinclusion.info/http://www.asdinclusion.info/


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Overview of today


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Session overview Life in school: a rationale for this project

What do we mean by inclusion? The challenge of inclusion for pupils with ASD

Project design

Key findings

Peer group

Peer interaction patterns

Bullying, social support and popularity

Staff

Teacher attitudes, experience and knowledge

Teaching assistants role, deployment and teacher relationships

Pupils with ASD

Perspectives on life in school

The classroom

To what extent are pupils with ASD included in lessons?

Key characteristics of effective inclusion for pupils with ASD

Where are we now and where are we going?

This is barely scratching the surface of our dataset in the time we have we are onlyable to give the headlines please check www.asdinclusion.info regularly for updatesas we continue to write up our findings
http://www.asdinclusion.info/http://www.asdinclusion.info/


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Life in school


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Life in school


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What do we mean by inclusion?

Not just about where a pupil is educated inclusionis about the quality of their experiences in education

Some key indicators?

Presence

Participation Acceptance

Achievement


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The challenge of inclusion for pupils with

ASD

Excellence for All Children (DfEE, 1997) resulted in sharp rise

in numbers of pupils with ASD attending mainstream schoolsin England e.g. 16% increase from 1997-2001(Keen & Ward, 2004)

This has evened off more recently e.g. less than 1% change from 2004-2010 (DfES, 2004; DCSF,

2010) Around 70% of pupils with primary need reported as ASD

receiving provision at School Action Plus or with a Statementof SEN attend a mainstream school (DCSF, 2010) At secondary level:

Pupils with primary need reported as ASD make up 6.6% of all pupils with

special educational needs receiving provision at School Action Plus or witha Statement of SEN in secondary mainstream schools in England

18,170 pupils with primary need reported as ASD receiving provision atSchool Action Plus or with a Statement of SEN in secondary mainstreamschools in England

Of these, approximately 60% have Statements of SEN (DCSF, 2010)


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The challenge of inclusion for pupils with

ASD

Pupils with an ASD are around 8 times more likely to be permanently

excluded from school than pupils without SEN (0.27% compared to

0.04%) (DCSF, 2009; 2010)

They are most likely to be excluded due to a physical assault against

another pupil or adult (DCSF, 2010)

Teachers relationships with pupils with ASD are associated with theamount of problem behaviour they display and their social inclusion

within the classroom (Robertson, Chamberlain & Kasari, 2003)

Teachers experience tensions relating to frustration over the

enduring effects of emotional and behavioural manifestations of ASD

(Emam & Farrell, 2009) Children with an ASD provide an excellent example of... where

significant cracks exist in the system, to the detriment of those who

fall between them (HOCESC, 2006, p.18)


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The challenge of inclusion for pupils

with ASD

There is often an assumption that because of pupil with ASD is

academically able, he or she should be able to cope in

mainstream education (Moore, 2007)

Difficulties in social interaction and communication can

increase risk of and exposure to bullying and social isolation

(NAS, 2006) Preference for routine, predictability and low sensory

stimulation is at odds with the noisy, bustling and often chaotic

mainstream secondary school environment meaning it can

be a very stressful place for pupils with an ASD (Carrington &

Graham, 2001)

Typical cognitive profile and preferred learning style of pupils

with an ASD can challenge professional assumptions about

teaching and learning (Jordan, 2005)


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Project design

Funded by the Economic and Social Research Council (ESRC)

Jan 2008 Dec 2010

Aim:

To examine the effectiveness of (and subsequently inform practice in) inclusive

education for pupils with ASD in mainstream secondary schools

Objectives:1. To generate knowledge and understanding in relation to the presence, participation,

acceptance and achievement (inclusion) of pupils with ASD, as compared to pupils

with other (dyslexia) or no special educational needs (SEN)

2. To identify the key systemic factors that facilitate or constrain successful inclusion

of pupils with ASD

3. To explore, document and share good practice in the inclusion of pupils with ASD4. To inform education theory and debate relate to the special nature of teaching

strategies and approaches for pupils with SEN (specifically, pupils with ASD)


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Project design

(1) Lead in phase recruitment, instrumentation etcetera

(2) Profiles of inclusion phase causal comparative

investigation of inclusion profiles of 40 pupils with

ASD (ASD group), 40 with dyslexia (DYS group),and 40 with no SEN (CON group) across 12 schools

Matched triad process age, gender, school (plus SEN

provision for ASD and DYS)

Data collected on key indicators of inclusion at differentlevels, including

Individual self-esteem, social support, bullying, attitudes towards

school

Peer group social inclusion, peer interaction

Institutional staff attitudes, knowledge and experience, SENCO ASDaudit, classroom observations


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Project design (3) Good practice case study phase qualitative case studies of 4 schools, chosen on

the basis of data from the previous phase Independent nominations from NH and WS cross-checking revealed 100% consistency in top

four nominations

Approximately half a term spent in each school; data collection included:

Interviews with and diaries of pupils with ASD

Interviews with staff teachers, support staff, SENCO, senior management

Observations in class and other settings

Document analysis

Interviews with parents and carers

(4) Dissemination phasesharing and discussing our findings

Conference presentations at international, national and local levels (presentations at

conferences in Chicago (NASP), Birmingham (BILD), Preston (NAS), Salford (MRC) and

Stockport (SC) so far Five regional seminars (including this one!)

Papers for academic and practitioner journals (8 written so far with more to come)

Articles for user group publications such as Communication (NAS) (1 written so far with more to

come)

Website to house study outputs and resources www.asdinclusion.info


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Key findings peer group Peer interaction patterns how do pupils with ASD in mainstream settings interact

with their peers?

Structured observations of pupils in ASD, DYS and CON groups at break and lunch

over a two day period

Peer Interaction Observation Schedule adapted from Pellegrini & Bartini (2000) 22

discrete behaviours exhibited by the focal pupil, and 7 pertaining to the behaviour of

their peers

e.g. solitary (engaged), co-operative interaction, locomotor, parallel

Frequency and duration of behaviours coded

Duration: participants with ASD spent more time engaged in solitary behaviours, less

time engaged in co-operative interaction with peers, and more time engaging in

reactive aggression towards peers than either comparison group.

Frequency: similar patterns emerged, but additionally participants with ASD engagedin fewer instances of rough/vigorous play, and were subject to more instances of

social initiation and instrumental verbal aggression by peers than either comparison

group

No significant differences emerged between DYS and CON groups


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Key findings peer group

Bullying, social support and popularity how dopupils with ASD compare to those with other (DYS)

or no SEN (CON) on these key indicators of social

inclusion?

Bullying My Life in School (Arora & Thompson, 1987) Social Support Social Support Scale for Children

(Harter, 1985)

Popularity/rejection Social Inclusion Survey

(Frederickson & Graham, 1999)


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Pupils with ASD experienced significantly greaterbullying than either comparison group (no significant

difference between DYS and CON groups)

Bullying was approximately 2-3x more frequent in

ASD group

0

0.5

1

1.5

2

2.5

3

ASD DYS CON

Bullying frequency


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ASD group experienced significantly loweracceptance and higher rejection in both social and

work domains than either comparison group (no

significant difference between DYS and CON groups

on any scores)

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

Social:acceptance

Social:rejection

Work:acceptance

Work: rejection

ASD

DYSCON


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Pupils with ASD reported receiving significantly lower levels of social

support than either comparison group. Key differences were foundfor classmates, friends and parents, but not teachers* (no difference

between DYS and CON on any domain)

*Parents and teachers are obviously not peers but they are

included on the SSSC

2.6

2.7

2.8

2.9

3

3.1

3.2

3.3

3.4

3.5

3.6

Parents Classmates Teachers Friends

ASD

DYSCON


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Putting it all together Reciprocal Effects PeerInteraction Model (Humphrey & Symes, in press)

Pupil with ASD Peer group

Social cognition

difficulties

Lack of awareness

and understanding of

ASD

Poor social and

communicative skills

Reduced

acceptance of

difference

Reduced quality and

frequency of peer

interaction

Limited socialnetworks, fewer friends,

less social support

Increased bullying

and social rejection

Increased

isolation and

loneliness

Reduced motivation for

social contact, moresolitary behaviour

Reduced opportunities

to learn about ASD


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Key findings - staff

Teachers attitudes, knowledge and experience Questions adapted from McGregor & Campbell,

(2001) and the Manchester Inclusion Standard

(2004)

53 staff responded

21 were SENCOs or senior management (SM

group)

32 were maths, english or science teachers (STgroup)

SM and ST both perceived their schools as

highly inclusive


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SM more likely than ST to feel they had the skills to teach

a child with ASD

SM and ST found displaying inappropriate emotions

most difficult to cope with


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Key findings - staffKey benefits for included pupils with ASD:

Social inclusion e.g. developing social skills, making friends

Avoiding stigma of attending special school

Key challenges for included pupils with ASD:

Social exclusion e.g. bullying, isolation, difficulty making

friends

Lack of understanding from peers and staff

Key benefits for mainstream peers:

Increased understanding and tolerance

Experience wider society and develop social skills

Key challenges for mainstream peers:

Difficulty accepting why some students are treated differently

Uncomfortable if confronted with aggressive or inappropriate

behaviours


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Explored the use of Teaching Assistants(TAs) to support pupils with ASD

15 TAs from four schools interviewed

11 TAs employed by the school, 4 TAsemployed by outside agency specialising

in supporting pupils with ASD

Asked questions about deployment,training, relationship with teachers and

school environment


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Deployment:Getting to know the child vs. getting to know the subject

Supporting pupils with ASD

Helping the pupil stay focused, understand instructions and

develop organisational skills

Teacher is ultimately responsible for pupils learning

Very little work on developing social skills

Experience & training

Many TAs had no experience prior to the job

Amount of training varied between schools and TAs

TAs felt that generic ASD training was not helpful - wanted

more specific strategies for supporting pupils with ASD

Wanted training in how to make pupils independent learners


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Relationship with teachersFacilitated if TAs frequently worked in the same

lessons/department

Teachers over or under relying on knowledge of TAs - what is

the TAs role?

School attitudes towards pupils with SEN

Must be a whole school approach to inclusion of all pupils with

SEN

Senior management must be supportive of inclusion

Factors facilitating or hindering the ability of TAs to effectivelyinclude pupils with ASD

Access to expertise (including SENCO)

Good communication at all levels - TAs should be informed

about anything to do with the pupil they are supportingStaff awareness of ASD - if teachers have a limited


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Key findings pupils with ASD

Perspectives on life in school analysis in progress! What is life in school like from the perspective of the

pupils themselves?

Related paper - Humphrey & Lewis (2008)

20 pupils with ASD from 4 schools Interviews and diaries (written, audio, word-

processed)


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Key findings pupils with ASDCharacteristics associated

with ASD

Special interestsRote memory

Mentalising difficulties

Odd behaviour

Preference for visual learning

Social naivety

Inflexible thinking

Relationships with peersProblems

Bullying and teasing

Social isolation

Solutions

Peer support

Friendships

Negotiating difference

Desire to stay in mainstream

Wanting to fit in

The need for independence

Issues around disclosure

Constructing an

understanding of ASD

Being different/not normal

Having a bad brain or mental

syndrome

Being odd or a freak

Acceptance of ASD

Working with teachers and

other staff

Being treated differently vs.

being treated the same

Availability of support

Methods of support


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Key findings the classroom

How included in lessons are pupils with ASD?

Structured observations ofpupils in ASD, DYS and

CON groups over 5 lessons each

Observation schedule adapted from the Manchester

Inclusion Standard (2004) 15 items such as

The focal pupil is engaged with the task/lesson

The focal pupil is working independently

The focal pupil works collaboratively with peers Rated on a scale (1-4) summed to give a total score

Unstructured observations of 21 pupils with ASD in

3-5 lessons each


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Pupils with ASD were least included in lessons

Both pupils with ASD and DYS were significantly

less included than the CON pupils; no significant

difference between ASD and DYS groups


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Pupils with ASD were less likely to work independently, listen to their

classmates, and get along with their classmates than the DSY or

CON groups

Unstructured observations revealed that pupils with a TA were less

likely to work independently or work with/get along with their

classmates

K h i i f ff i i l i


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Key characteristics of effective inclusion

for pupils with ASD

Data from good practice phase common themes

and patterns across 4 schools

More detailed examples of practice this afternoon

from Gareth/Mary!

Strong inclusive ethos valuing diversity andrespect for all pupils and staff

SENCO/inclusion manager with high levels of

expertise and passion in relation to ASD

Links to specialist schools Sharing of knowledge and expertise

Training and development

Dual placement arrangements

K h t i ti f ff ti i l i


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for pupils with ASD

Communication of information about pupil needs

across the school

Frequency

Consistency

Reach Opportunities for training and staff development

In-house

External

Developing awareness and understanding of peergroup

Sensitively handled disclosure, circles of friends

Use of support staff

K h t i ti f ff ti i l i


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for pupils with ASD

Balancing universal, group and individual needs

What is useful for all learners?

What is useful for learners with ASD?

What is useful for Joe Bloggs?


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Where are we now and where are going? The wider picture developments in SEN policy and provision and what the future might bring

Implications for effective inclusion of pupils with ASD? Several potentially useful tools and strategies were rolled out during the lifespan of this project

Inclusion Development Programme (DCSF, 2008) ASD strand

1. What is the autism spectrum?

2. Social and emotional understanding

3. Communication and language

4. Flexibility of thought and behaviour5. Sensory perception and responses

6. Know the pupil

7. Curriculum priorities and inclusive practice

8. Sources of support

Achievement for All (DCSF, 2009), especially:

1. Assessment, tracking and intervention

2. Parental engagement and confidence

3. Wider outcomes

1. Eliminating bullying

2. Developing positive relationships

3. Promoting positive behaviour

Wh d h


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Where are we now and where are we

going? Lamb Inquiry (2009) parental engagement and confidence

A stronger voice for parents Greater focus on childrens needs

A more accountable system delivering better services

Development of Achievement for All (see previous slide)

OFSTED SEN review findings - some headlines (OFSTED, 2010)

Parents feel that the current system does not help their children to achieve their goals

Identification of pupil needs is inconsistent

No single model of provision works better than any other, but having a flexible system and

knowing about what kind of support is available locally is important

Additional provision at SAP and for SSEN is often not of good quality

SEND Green Paper (DfE, 2010) (with White Paper to follow)

Parental choice

Changes in funding system transparency and cost-effectiveness

Prevention of closure of special schools

Support post-16 transitions

Improve diagnosis and assessment to facilitate earlier identification

Wh d h


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Where are we now and where are we

going?

People with ASD are like salt-water fish who are

forced to live in fresh water. Were fine if you just

put us into the right environment. When the person

with ASD and the environment match, the problems

go away and we even thrive. When they dont

match, we seem disabled [Young adult with ASD]

(Baron- Cohen, 2003, p.180).

ASD Seminar[1]

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