features that connect students with the world of work and adult life. These measures include a transition programme that moves them closer to independent living through skills practice and carefully tailored experiences. Co-located with Barnet and Southgate College, a mainstream school, Ambitious College ensures students are part of the wider community. They are not living separate, invisible lives in ‘the special school on the hill’, the kind of perceived isolation with which many older special schools struggle. Children with autism in mainstream provisions also sometimes miss out on community inclusion, such as playing sport or joining clubs, because the www.autismeye.com 25 Autism|eye Issue 18 2015 For decades, more emphasis was placed on early intervention (EI) in autism than any other life phase. It was hoped that EI programmes would be so effective that more children would move into mainstream school without the need for extra support. Today, we know that while early intervention is very important a specialist approach at all ages and stages is needed when educating children on the autism spectrum – including in mainstream schools. The time between adolescence and young adulthood is a particular pivot point, the life stage when personal goals are set and met, and adult futures begin. It’s fantastic that this crucial period is now getting the attention it deserves. For example, at Ambitious about Autism’s new Ambitious College in London, personalised study plans focus on getting students into further education, work, and participation in family and community life. Aware of the low number of autistic adults in full-time, paid employment and living independent lives, the programme employs a number of innovative It’s fantastic that this crucial period is getting the attention it deserves” Dr Mitzi Waltz is an associate lecturer in autism studies at the Autism Centre of Sheffield Hallam University, as well as an autism and disability consultant How can we help our children to make discernible progress during adolescence? Dr Mitzi Waltz looks at pioneering strategies that are being used to improve outcomes for autistic learners at secondary schools Almost an adult Education Ryan’s designs on a dream job come true Among the stories we hear about difficulties in the transition from adolescence to adult life there are successes that can inspire us. One of these is Ryan Medlock, who has landed a dream job as an illustrator. By Lorna Strong Ryan Medlock is a talented illustrator who also happens to have autism. Now, thanks to Surrey Choices, a service that helps people with disabilities to find employment, he has been able to work doing what he loves. Despite holding a first class honours degree in illustration and a master’s degree in children’s book illustration, Ryan had struggled to find work for years after graduating. But since being referred to Surrey Choices’ EmployAbility service, he has found work that enables him to make use of his talents. EmployAbility is a dedicated service that helps adults with autism or a learning, physical or sensory disability to find work placements, training, volunteer opportunities and paid work. The service has helped Ryan to secure various pieces of work as a freelance illustrator, including a spell with website design firm Thunderbolt Digital. The 30-year-old has lately been working as a freelance illustrator for Surrey Choices, creating a series of animations for an activities programme for younger people. Jessica Williams, an EmployAbility employment support officer, says she has taken great satisfaction in being able to help Ryan achieve his ambitions: “Ryan had been out of work for a long time after graduating and it was largely down to his autism,” she says. “He was referred to us via his adult social care practitioner, who recognised that we might be able to help. I’ve been able to work with him over the past year to help him secure paid freelance employment.” Jessica says that while Ryan was a talented illustrator, his autism meant that he sometimes needed help communicating with his employers. “I attend meetings with him and write up notes to ensure he understands what has been asked of him,” she says. “We have also been able to help him to attend a job club, which has been a massive achievement for him as he doesn’t always like being in a room full of people. “Our aim at the EmployAbility service is to gradually step back once people have found work and are comfortable with their jobs. Ultimately, we hope to empower them enough to allow them to do their jobs with minimal input from us – although we’re always here as and when needed. “It has been incredibly satisfying to help Ryan. It’s great to see him happy and enjoying a job he’s always dreamed of doing – and getting paid for it, too,” she adds. Ryan’s parents, Pete & Michelle Medlock, say that Ryan had used illustration from a very young age as a way of expressing himself. His new role had given his self-confidence a huge boost and they were “proud parents”. Simon Laker, Surrey Choices’ managing director, adds: “Ryan’s story is a timely example of how, with the right kind of help and support, people no longer have to be defined by their disabilities. He has undertaken some excellent work for us – he’s clearly very talented and I’m sure he will continue to do well in the future.” At work: Ryan Medlock doing what he loves and, left, one of his illustrations
From our summer 2015 issue
Aug 18, 2015
Feature on helping children with autism to make progress during adolescence, from the summer issue of Autism Eye. Read the whole issue free of charge with a digital subscription from www.autismeye.com/subscribe
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features that connect students with the world of work and adult life. These measures include a transition programme that moves them closer to independent living through skills practice and carefully tailored experiences.Co-located with Barnet and Southgate College, a mainstream school, Ambitious College ensures students are part of the wider community. They are not living separate, invisible lives in the special school on the hill, the kind of perceived isolation with which many older special schools struggle. Children with autism in mainstream provisions also sometimes miss out on community inclusion, such as playing sport or joining clubs, because the www.autismeye.com 25 Aut i sm| eyeI ssue182015For decades, more emphasis was placed on early intervention (EI) in autism than any other life phase. It was hoped that EI programmes would be so effective that more children would move into mainstream school without the need for extra support.Today, we know that while early intervention is very important a specialist approach at all ages and stages is needed when educating children on the autism spectrum including in mainstream schools.The time between adolescence and young adulthood is a particular pivot point, the life stage when personal goals are set and met, and adult futures begin. Its fantastic that this crucial period is now getting the attention it deserves. For example, at Ambitious about Autisms new Ambitious College in London, personalised study plans focus on getting students into further education, work, and participation in family and community life.Aware of the low number of autistic adults in full-time, paid employment and living independent lives, the programme employs a number of innovative Its fantastic that this crucial period is getting the attention it deservesDr Mitzi Waltz is an associate lecturer in autism studies at theAutism Centre of Sheffield Hallam University, as wellas an autism and disability consultantHow can we help our children to make discernible progress during adolescence? Dr Mitzi Waltz looks at pioneering strategies that are being used to improve outcomes for autistic learners at secondary schoolsAlmost an adultEducationRyans designs on a dream job come trueAmong the stories we hear about difficulties in the transition from adolescence to adult life there are successes that can inspire us. One of these is Ryan Medlock, who has landed a dream job as an illustrator. By Lorna StrongRyan Medlock is a talented illustrator who also happens to have autism. Now, thanks to Surrey Choices, a service that helps people with disabilities to find employment, he has been able to work doing what he loves. Despite holding a first class honours degree in illustration and a masters degree in childrens book illustration, Ryan had struggled to find work for years after graduating. But since being referred to Surrey Choices EmployAbility service, he has found work that enables him to make use of his talents.EmployAbility is a dedicated service that helps adults with autism or a learning, physical or sensory disability to find work placements, training, volunteer opportunities and paid work. The service has helped Ryan to secure various pieces of work as a freelance illustrator, including a spell with website design firm Thunderbolt Digital. The 30-year-old has lately been working as a freelance illustrator for Surrey Choices, creating a series of animations for an activities programme for younger people. Jessica Williams, an EmployAbility employment support officer, says she has taken great satisfaction in being able to help Ryan achieve his ambitions: Ryan had been out of work for a long time after graduating and it was largely down to his autism, she says. He was referred to us via his adult social care practitioner, who recognised that we might be able to help. Ive been able to work with him over the past year to help him secure paid freelance employment.Jessica says that while Ryan was a talented illustrator, his autism meant that he sometimes needed help communicating with his employers.I attend meetings with him and write up notes to ensure he understands what has been asked of him, she says. We have also been able to help him to attend a job club, which has been a massive achievement for him as he doesnt always like being in a room full of people.Our aim at the EmployAbility service is to gradually step back once people have found work and are comfortable with their jobs. Ultimately, we hope to empower them enough to allow them to do their jobs with minimal input from us although were always here as and when needed.It has been incredibly satisfying to help Ryan. Its great to see him happyand enjoying a job hes always dreamed of doing and getting paid for it, too, she adds.Ryans parents, Pete & Michelle Medlock, say that Ryan had used illustration from a very young age as a way of expressing himself. His new role had given his self-confidence a huge boost and they were proud parents.Simon Laker, Surrey Choices managing director, adds: Ryans story is a timely example of how, with the right kind of help and support, people no longer have to be defined by their disabilities. He has undertaken some excellent work for us hes clearly very talented and Im sure he will continue to do well in the future.At work: Ryan Medlock doing what he loves and, left, one of his illustrationsschools focus for these students is on academic attainment. Off-premises activities can be key motivators for improving school attendance and engagement, however, so parents may need to push for them.High-tech supportLike most other young people, many learners with autism are fascinated by technology. Apps that help them manage things on their own and computer-based instruction can be well accepted and helpful. Its almost hard to remember how we did teach our most concrete visual learners before we were able to use video footage with such ease, says Caroline Bell, principal of Sunfield School in Stourbridge, West Midlands. New forms of technology, and access to vetted video clips] and Facebook to students who are not quite ready for the real thing.Technology is also extending the ability of non-verbal students and those who struggle with verbal communication. At Ambitious College, alternative and augmentative communication devices are a key part of the package for supporting communication. Autism-focused apps have proliferated, and one advantage of these when working with teens is that they can be used without other young people noticing it just looks like youre playing with your phone, as typically developing peers do.One example of an interesting app is the Brain in Hand project, which quite a few UK secondary schools, sixth form colleges and support providers, such as the social media in particular, offer some great opportunities for learning and communication for young people on the autistic spectrum but only if we enable them to stay safe online, she adds. We take this responsibility very seriously and offer courses in digital citizenship, as well as providing safe access to Sunfields own version of YouTube [providing www.autismeye.com 27 Aut i sm| eyeI ssue182015EducationNew formsoftechnology,and social media in particular, offergreat opportunities for learning and communicationFascination: a student being taught through the use of new technology at Ambitious CollegePositive relationships, positive futuresOur students are all about building positve relatonships and creatng positve futuresThe TCES Group has three schools, acrossLondon and Essex, all of which have an autsm provision and are rated Outstanding or Goodwith Outstanding Standards by OfstedFind out more and make a choiceCall our referrals team on:0845 872 5460 /020 8543 7878 (#3)www.tces.org.uk@tcesgroupTCES ad Summer 2015 V4.indd 1 22/05/2015 10:02www.autismeye.com 29 Aut i sm| eyeI ssue182015EducationLink to the best help and supportThe website dedicated to making those helpful and sometimes vital linkswww.autismlinks.co.ukNews & SocialMediaMoney & LawEducation Events CalendarInspiration& Good IdeasDiagnosisTherapies &ApproachesCare ServicesResearch &PublicationsSupportGroupsLocal OfferResources &AccessoriesSearchEventsCalendarMoney& LawNews& SocialMediaDiagnosisTherapies &ApproachesResources& AccessoriesThe Local OfferHelp us grow - Suggest a linkInspiration& Good IdeasCareServices Research & PublicationsEducation Support GroupsIndependenceces& AccessoriesHelp us grow - Suggest a linkInspiration& Good IdeasFor more information 01707 646 646, [email protected] or visit www.brookdalecare.co.uk FIND OUT HOW WE CAN HELP: Findoutwhatsupportoptionscouldberight for you Teach you to become more independent See how you can use Individual Budgets to access support Set you on a care pathway to independent living Helpyoutoovercomeyourissuesandanxieties with help from Brookdales Psychologists, Speech &LanguageTherapists,OccupationalTherapists and Psychiatrists. Arrange for you to visit our care servicesRESPITE, RESIDENTIAL CARE & SUPPORTED LIVINGBrookdale Care has a range of support options for young adults living with Autism and Learning DisabilitiesREAL CARE PATHWAYS; REAL OUTCOMES8175 Bdale HalfPage Ad 186x127.indd 1 06/05/2015 15:47Wirral Autistic Society, are trying out with autistic learners and service users as a way to handle anxiety episodes. It uses a phone app that can access cloud-based data, including the individuals personal schedule and pre-set personal coping strategies. When a Brain in Hand user encounters an anxiety-provoking situation, such as a cancelled train, they can call on the system to remind them of ways to handle it. There is also an emergency call feature built in that can connect them with a support worker. School sencos can set up and manage the system, linking students with support workers they know and trust, and using information from the app to recognise problem situations.Ability to judgeBell says one of the most important skills for parents and educators of adolescents to develop is the ability to judge and move seamlessly between when the young person needs to be recognised and respected as a young adult, with the right and desire to make meaningful choices, and when they need a level of reassurance, nurture and support which reflects their developmental age. Gauging and responding to disparate and changing needs can be a tough call at Sunfield, which specialises in working with children who have autism and complex additional needs. This may involve engaging in Intensive Interaction and early developmental play one minute, and then giving them structured choices about how to spend their pocket money or allowance the next, she says.Its not just independent special schools that are improving how they work with adolescents who have autism. Specialist educators in the autism units of mainstream schools and in state special schools are also gaining a greater understanding of key issues such as personalised learning, transition planning and individualised support. Specialised instructionThe need for specialised instruction in skills for independence, such as travel training, online safety, and sex and relationships, is something parents should talk to their schools senco about well in advance of a need emerging. With learners who have autism, new subjects take time and patience: its best to approach tricky issues before there is a problem to address.There is a great deal parents can do to help any school move forward. Supporting your child at home with homework and discussing adolescent issues such as sex, relationships and fitting in are important. Be sure to keep clear lines of communication between home and school, and let staff know about any helpful resources you find. You could share information about relevant conferences and training days, or useful resources such as the NASs resource packs on transitions and smart teaching strategies (see below). Dont assume that the people who work with your child already know about these useful mines of knowledge and ideas. ResourceslBrain in Hand project: http://braininhand.co.uklNational Autistic Society (2014): Autism spectrum disorders: a resource pack for school staff, www.autism.org.uk/teacherpackl National Autistic Society (2014): Top transition tips for secondary school teachers, www.autism.org.uk/working-with/education/educational-professionals-in-schools/pupils-with-autism-in-your-school/top-transition-tips-for-secondary-teachers.aspxl Surrey Choices offers day and community support services, supported employment and enhanced home living and support, training and skills for independence across the county of Surrey: www.surreychoices.comHelp with handling a situation: the Brain in Hand phone app can suggest ways for the user to cope with episodes of anxiety Dont assume that the people who work with your child already know about useful mines ofknowledge and ideas
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