All children have the right to access the same opportunities as their peers and benefit from the modelling that takes place in a mainstream setting.
What we do:
- We aim to include children appropriately according to their level of need. We adopt all three types of inclusion across the school day where applicable:
- Locational- those children with ASD are educated within regular classes with their typically developing peers.
- Social inclusion - that children are included in the social aspects of the School day e.g. playtimes, assemblies and the dining area. Supported children also play alongside their classmates in the soft playroom and during co-operative games.
- Functional inclusion - that supported children will work with their peers in their classes and be involved in the activities set out for the class.
- We provide staff that is well trained to meet the exceptional needs of these children.
- We provide structure to support the children with organising and making sense of their day. Clear structures reduce anxiety when the world can seem very confusing and unpredictable.
- We provide a variety of learning environments to address their very specific learning needs.
We adopt a multidisciplinary approach that is informed by the principles of SCERTS and TEACCH. We specifically focus on the idea that: Developing your child’s functional and spontaneous communication is the highest priority.
Learning at school and home works best when it is developmentally appropriate, meaningful, and purposeful.
The people around the child and the environment have a significant impact on the child’s communication and learning
Learning and relationship building takes place best in natural routines at home, at school and in the community.
All behaviour should be seen as having a purpose. We need to try to work out the reason for the behaviour and support him or her to develop more appropriate behaviour for that purpose.
- We use a variety of interventions to support our children; PEC’s, Proloquo2Go, Sign along, Colourful Semantics, Intensive Interaction, Attention Autism, Music Interaction, Sensory Integration, Life Skills and Lego Therapy. We have developed a specific curriculum that is underpinned by these approaches.
It is useful to remember that:
- Nobody knows exactly why autism happens.
- People with autism don’t always understand what is happening around them.
- Language and sounds can become confused.
- Sometimes people with autism will repeat a sound or behaviour over and over.
- People with autism find it hard to make eye contact and may avoid looking at you.
At Monega we:
- Remember that children with autism are different and part of our community. We don’t laugh at them or play games which are upsetting.
- We help children by being kind and trying to understand and communicate clearly and simply.
- Make sure that all children are invited to join in our games even if sometimes we have to change our game to make them welcome.
- Ask adults for support if we are unsure what to do in any situation.