THE SCOTTISH SOCIETY FOR AUTISM
SUPPORTING THE WHOLE LIFE JOURNEY
DESIGN FOR AUTISM
AUTISM CYMRUCARDIFF
April 2008
THE SCOTTISH SOCIETY FOR AUTISM
SUPPORTING THE WHOLE LIFE JOURNEY
DESIGN FOR AUTISM
JOHN MCDONALD: CHIEF EXECUTIVE
JIM TAYLOR: DIRECTOR OF EDUCATION AND SUPPORT SERVICES
THE SCOTTISH SOCIETY FOR AUTISM
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.
THE SCOTTISH SOCIETY FOR AUTISM
SUPPORTING THE WHOLE LIFE JOURNEY
DESIGN FOR AUTISM
3 levels of engagement
INDIVIDUAL
REGIONAL
NATIONAL
THE SCOTTISH SOCIETY FOR AUTISM
SUPPORTING THE WHOLE LIFE JOURNEY
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
Scottish Executive 2005
Responsible Citizens
Scottish Executive 2005
With:
• Respect for others
• Commitment to participate responsibly in political, economic, social and cultural life
Confident Individuals
Scottish Executive 2005
With:
• Self respect
• A sense of physical, mental and emotional well-being
• Ambition
Effective Contributors
Scottish Executive 2005
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 )
THE SCOTTISH SOCIETY FOR AUTISM
SUPPORTING THE WHOLE LIFE JOURNEY
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
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
Confident Individuals
• 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.
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
The Scottish Society for Autism
John McDonaldChief ExecutiveHilton House,Whins Road,
AlloaClackmannanshire
FK10 3SA
Telephone: 01259 720044Fax: 01259 720051
email: [email protected]
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