Kieron’s Journey Partnership – what is it? Parents and educators working together.

Kieron’s JourneyKieron’s JourneyPartnership – what is it?Partnership – what is it?

Parents and educators Parents and educators working together.working together.

Where did the journey Where did the journey begin?begin?• Kieron very anxious in school. Demeanour Kieron very anxious in school. Demeanour • Rec – Y1 Squirmed-no eye contact.Rec – Y1 Squirmed-no eye contact.• No eating. Lunch box crackers (Jacobs). Blackcurrant. Lost No eating. Lunch box crackers (Jacobs). Blackcurrant. Lost

weight and looked felt/cold at playtimes.weight and looked felt/cold at playtimes.• No fruit/juice time.No fruit/juice time.• Upset afraid of failure.. Distressed.Upset afraid of failure.. Distressed.• Behaviours- shouting, screaming, crying, licking children, yelled Behaviours- shouting, screaming, crying, licking children, yelled

on the yard. Would bite other children. Attacked mum at end of on the yard. Would bite other children. Attacked mum at end of day.day.

• Never asked for help. Communication eventually came in a silly Never asked for help. Communication eventually came in a silly voice. voice.

• Experienced anxiety at; hall times/practices/lunchtimes/fire Experienced anxiety at; hall times/practices/lunchtimes/fire alarms… spotted notification of fire drill on teacher’s weekly alarms… spotted notification of fire drill on teacher’s weekly memo. memo.

•

Conwy ASD team became Conwy ASD team became involved..involved..

• November 2005, 3 sessions per week. November 2005, 3 sessions per week.

• Developed star charts, picture timeline.Developed star charts, picture timeline.

• Fruit /eating encouragement – tiny bits at a Fruit /eating encouragement – tiny bits at a time.time.

• PATHs, feelings/ emotional literacy.PATHs, feelings/ emotional literacy.

• Literacy, e.g. describing pictures.Literacy, e.g. describing pictures.

• Maths – back to basics, four rules, language.Maths – back to basics, four rules, language.

• SEN teacher came in to advise on next steps.SEN teacher came in to advise on next steps.

Imitation to InnovationImitation to Innovation

• Developing literacyDeveloping literacy

• Pie Corbett – development of writing.Pie Corbett – development of writing.

• Structure to invention.Structure to invention.

• Mapping stories, events, sentences.Mapping stories, events, sentences.

VISUAL PROMPTS IMPORTANT.VISUAL PROMPTS IMPORTANT.

Input from the expertsInput from the experts

• Autism CymruAutism Cymru

• Background information about the conditionBackground information about the condition

• Social stories/developmentSocial stories/development

• Visual Schedules for allVisual Schedules for all

• Work stations Work stations

• Sharing information –INSET and informal Sharing information –INSET and informal chat in schoolchat in school

• Clinical Psychologist-making food fun..Clinical Psychologist-making food fun..

Most important experts – Most important experts – parents!parents!

• Open the door! What are we afraid Open the door! What are we afraid of?of?

• Need for holistic knowledge of the Need for holistic knowledge of the child.child.

• Dialogue.Dialogue.

• Learning is about linking facts/skills.Learning is about linking facts/skills.

• Keeping consistency and routine.Keeping consistency and routine.

Sara MillerSara Miller

• I can’t think myself out of a paper bag I can’t think myself out of a paper bag socially. When I run into a situation that’s socially. When I run into a situation that’s totally different…I can’t figure out what to totally different…I can’t figure out what to do. It’s got to be something that I’ve seen do. It’s got to be something that I’ve seen someone else do before so that I can someone else do before so that I can mimic them or I need someone to tell me mimic them or I need someone to tell me what to do. what to do.

• REASON FOR BEHAVIOURS/MELTDOWN!REASON FOR BEHAVIOURS/MELTDOWN!

The effects of acquiring The effects of acquiring knowledgeknowledge

• Experiential learning!Experiential learning!

• The child teaches the The child teaches the parent/educator. We have to use our parent/educator. We have to use our flexible thoughts to go with the child.flexible thoughts to go with the child.

• The more you read the less you The more you read the less you know!know!

• The learning never ends..The learning never ends..

Trial and errorTrial and error

• No medicine for it then!No medicine for it then!

• Need space, time and energy!Need space, time and energy!

• As a teacher (Easier job):As a teacher (Easier job):

• Social stories – for routinesSocial stories – for routines

• As a parent (More difficult):As a parent (More difficult):

• Can’t cover every eventuality but act Can’t cover every eventuality but act on each experience..stories..on each experience..stories..

Teachers’/educators’ Teachers’/educators’ perspectives-Barriers to perspectives-Barriers to inclusion..inclusion..•No time!!No time!!• There’s 30 other children in the class!There’s 30 other children in the class!

• Lack of knowledge regarding Autism.Lack of knowledge regarding Autism.

• Maintaining discipline – addressing all Maintaining discipline – addressing all children’s needs adopting the same children’s needs adopting the same expectations, strategies, rewards and expectations, strategies, rewards and consequences.consequences.

• Home / school barriers.Home / school barriers.

Relying on the continued Relying on the continued support and staying support and staying “enchanted”“enchanted”• Teachers and parents maintaining Teachers and parents maintaining

enthusiasm. How do we?enthusiasm. How do we?

• The “goose bumps” make it The “goose bumps” make it worthwhile.worthwhile.

Working beyond the tick boxes Working beyond the tick boxes and requirementsand requirements

• If we follow job descriptions nothing If we follow job descriptions nothing moves on..moves on..

• Apply some of the theories- adapt and Apply some of the theories- adapt and change according to the individual.change according to the individual.

• TAKES TIME PATIENCE AND ENERGY!TAKES TIME PATIENCE AND ENERGY!

The educational process as a The educational process as a journey…the journey so far….journey…the journey so far….• Calm patches, congestion, scenic, direct, traffic jams, dead ends, bottle Calm patches, congestion, scenic, direct, traffic jams, dead ends, bottle

necks, pleasant surprises. Reach landmarks but never the destination.necks, pleasant surprises. Reach landmarks but never the destination.

• Are we there yet?Are we there yet? • Kieron confident / self assured in school. Demeanour displays an increased feeling of well being.Kieron confident / self assured in school. Demeanour displays an increased feeling of well being.• Has developed eye contact.Has developed eye contact.• Eats well in school. School dinners going down well.Eats well in school. School dinners going down well.• Takes part in drinks/tuck time.Takes part in drinks/tuck time.• Still afraid of failure.. Not so distressed.Still afraid of failure.. Not so distressed.• Negative behaviours now rare.Negative behaviours now rare.• Asks for help and expresses feelings through the assistance of PECs/help book. Will express himself Asks for help and expresses feelings through the assistance of PECs/help book. Will express himself

verbally and literacy developed – can explain in limited sentences. verbally and literacy developed – can explain in limited sentences. • Anxiety generally has decreased, e.g. hall times/practices/lunchtimes/fire alarms. Anxiety generally has decreased, e.g. hall times/practices/lunchtimes/fire alarms.

• Parents/educators common goal so communicate!Parents/educators common goal so communicate!• Being honest. Supporting each other.Being honest. Supporting each other.• Maintaining the feeling of being “OK!”. Making it FUN.Maintaining the feeling of being “OK!”. Making it FUN.

Time for questions…..!Time for questions…..!

• FEEL FREE! WE MAY NOT KNOW THE FEEL FREE! WE MAY NOT KNOW THE ANSWERS! BUT WE’LL GO BACK TO ANSWERS! BUT WE’LL GO BACK TO NORTH WALES AND TRY AND FIND NORTH WALES AND TRY AND FIND OUT! OUT!