THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM AUTISM CYMRU CARDIFF April 2008.

THE SCOTTISH SOCIETY FOR AUTISM

SUPPORTING THE WHOLE LIFE JOURNEY

DESIGN FOR AUTISM

AUTISM CYMRUCARDIFF

April 2008



DESIGN FOR AUTISM

JOHN MCDONALD: CHIEF EXECUTIVE

JIM TAYLOR: DIRECTOR OF EDUCATION AND SUPPORT SERVICES


design for autism – design for life

• Established 1968 – parent led• Adult and children's services• 25 locations across Scotland• c.700 staff

• Individuals with ASD should be given the opportunity to evolve a lifestyle which is positive and leads to independence

• Individual development through partnership, negotiation, support and encouragement.



DESIGN FOR AUTISM

3 levels of engagement

INDIVIDUAL

REGIONAL

NATIONAL



DESIGN FOR AUTISM

SUMMARY

DESIGN FOR LEARNING

DESIGN FOR LIFE

DESIGN FOR AUTISM

New Struan – A Centre for Autism Supporting Integrated Learning for Life

• New Struan School

• Education Advisory Service

• Centre for Training in Autism

• Autism Advisory and Consultancy Service

• Diagnosis and Assessment Service

• Respite and Short Breaks Service

• Transitions into Adulthood

New Struan School

• Designed to support the specific learning needs of pupils with ASD

• Created as a focal point for the Society’s practice with people with Autism

• Supports the concept of Inclusion for young people with Autism

A Curriculum for Excellence

To Enable all young people to become:

Responsible citizens

Effective contributors

Confident Individuals

Successful learners

Scottish Executive 2005

Successful Learners

With:

• Enthusiasm and motivation for learning

• Determination to reach high standards of achievement

• Openness to new thinking and ideas


Responsible Citizens


With:

• Respect for others

• Commitment to participate responsibly in political, economic, social and cultural life



With:

• Self respect

• A sense of physical, mental and emotional well-being

• Ambition

Effective Contributors


With:

• An enterprising attitude

• Resilience

• Self reliance

Education Advisory and Consultancy

Service

• Supporting strategy and practice

• Supporting schools to provide an education programme specific to ASD

• Direct support to individual teachers in classes

• Direct support to pupils to enable transitions and independence

Centre for Training in Autism (CETA)

• Provides basic level training for all Society staff

• Provides specialist training in more specific areas

• Provides accredited training for professionals and families across Scotland

• National Conferences and a series of mini Conferences across Scotland

Autism Advisory and Consultancy Service

• Develops partnerships with Local Authorities

• Provides direct support and training for families and young people

• Works with individuals to provide non-school support

• Develops individualised programmes to support families and young people

Diagnostic and Assessment Service

• Provides a formal diagnosis and assessment for people of all ages

• Can provide second opinion assessments

• Capacity to link families and individuals with all other services available

Transition into Adulthood

• Develops highly individualised packages to support young people into post school placements

• Provides direct support to families in identifying, securing and achieving funding for adult placement

• (More later )



NEW STRUAN – A CENTRE FOR AUTISM

DESIGN FOR AUTISM

Scottish Society for AutismHilton HouseWhins RoadAlloa FK10 3SATel: +44 1259 720044www.autism-in-scotland.org.uk

http://www.autism-in-scotland.org.uk/

Design for Learning

The Statutory Framework

The Scottish Executive requires schools toprovide environments that are:• Safe• Pleasant• Stimulating• Supportive of curricular, social and leisure activities• Conducive to learning and teaching (Scottish Executive, 2000)

Her Majesty’s Inspectorate of Education (HMIe) audit and review teams expect to see:

• Space that ensures freedom and clarity of movement

• Adjustable lighting and heating• Good acoustics• Adequate furniture and storage that is fit for

purpose• Furnishings and colour that both stimulate

learning and promote a calm atmosphere

‘Auditory and tactile in-put often overwhelmed me. Loud noise hurt my ears. When noise and sensory stimulation became too intense, I was able to shut off my hearing and retreat into my own world.’ (Grandin, 1996)

‘Value Added’

Design takes account of the differentperceptions and learning style of childrenwith an ASD, including:• Sensory distortion• Perceptual distortion• Executive function difficulties• Central coherence difficulties• Inflexibility of thought and action• Social interaction difficulties

The design also supports:

• Promotion of independence

• Greater social and emotional well being

• Pupil involvement in the planning and delivery of “whole school” events

• Delivery of the “Curriculum for Excellence”

Donna Williams describes her ideal education environment:

‘…one where the room had very little echo or reflective light, where the lights were soft and glowing with upward rather than downward projecting light. It would be one where the physical arrangements of things in the room was cognitively orderly and didn’t alter and where everything in the room remained within routinely defined areas. It would be an environment where only what was necessary to learning was on display and there were no unnecessary decorations or potential distractions’ (Williams 1996, p.284)

The architect’s brief

To create:• A sense of calm and order• Good levels of natural light and ventilation• Reduction of detail• Good proportion• Proxemics (the amount of space that people feel it

necessary to set between themselves)• Containment (ensuring that people with ASD are safe and

secure within their environment)• Easily managed, durable materials• Good observation• Good quality acoustics

Whitehurst, 2006

‘The Street’Wide, well-lit, carpeted

corridor enables:

• Clear view• Brightness and space• Reduced noise• Easy movement of ‘traffic’• Passing without touching• Independent movement• Socialising• Induces sense of well-being

‘Caves of learning’

Curve outwards from the ‘street’, with a minimum of sharp angles, obstructive corners and hidden doorways.

These areas offer many learning opportunities:

The classrooms

Include the following details:

• Clearly delineated areas • ‘Quiet room’ • Low level and high level windows • A ‘light shelf’ and specifically angled ceiling • A daylight simulator • Dimmer switches • Large carpeted areas • Ample storage space • High quality, robust and attractive furnishings• Well organised and attractive display areas• An external door leading to a patio area and gardens

Citizenship

• Increased opportunities for pupil involvement in ‘whole school’ events

• Pupil Council generates ideas and consults with staff and peers.

• They problem-solve /organise/delegate• Pupils involve their parents• Pupils lobby politicians


• Pupils advocate for themselves• Participate in target-setting• Represent themselves in Annual

Review meetings• Are ambitious learners• Demonstrate respect for

themselves and others

Impact• A calm and structured arrival at school each day• Important, daily transitions are made without confusion or

fear of crowding.• Greater autonomy throughout the day as pupils move from

area to area without the need for direct supervision.• Clear delineation and purpose of each area of the

classrooms has resulted in increased independence and focus for the pupils.

• Classroom lay-out and ample storage has enabled staff to provide an uncluttered and purposeful working environment.

• During times of stress pupils request time in a favoured space, thus having some control over their own behaviour.

• Aura of calm and a sense of well-being.

Continued …………….• The respect, value and high expectation of the pupils

has resulted in a dramatic decrease in the amount of damage to property.

• Clear views and easy access to the outside areas has greatly reduced the need for pupils to resort to other measures in order to see or be outside.

• Enhanced social opportunities.• There is a greater sense of community and inclusion

throughout the school, with pupils, staff and parents joining together to plan and participate in ‘whole school’ events and activities.

• An excellent building promotes the delivery of a ‘Curriculum for Excellence’.

The Scottish Society for AutismDesign Principles:

Learning to live with an ASC : Establish environments which provide;-

• Lifelong education and training in all aspects of daily living

• Enhance personal skills, communication skills and support to make informed choices

• Person centred support , individually focussed: impact of ASC

• Opportunities for every individual to access and use local community facilities and services.

The Scottish Society for Autism

Design Principles:

Achieve goals by:-

• Focus on assessment; understanding the impact of the ASC

• Person centred programmes based on assessment outcomes

• Directly supporting individuals : regularly reviewing development and future needs

• Developing and supporting well trained knowledgeable staff team to provide direct support to facilitate the use of local resources.

Kudos Innovations

LAYOUT

STRUCTURE

PRESENTATION.

Inclusion:

How do you get yours?A spectrum condition – a spectrum of responses

Somewhere to be

Something to do

Someone to be with

Making a contribution


• Difference

• Differentiation

• Design

• Inclusive lifestyles


John McDonaldChief ExecutiveHilton House,Whins Road,

AlloaClackmannanshire

FK10 3SA

Telephone: 01259 720044Fax: 01259 720051

email: [email protected]

Contact us:

THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE WHOLE LIFE JOURNEY DESIGN FOR AUTISM AUTISM CYMRU CARDIFF April 2008.

Documents

autism slide

autism autism advisory

autism design

autism autism cymru

autism ceta

autism summary design

scotland slide

independence slide