Really need advice to help DD settle in at school.

[Confusedmum]

DD started school almost 3 weeks ago she says that she is really enjoying it, which is obviously a plus, whoever i have spoken to Senco and they are having a few problems getting her settled. She is stuggling with carpet time and queueing up for things ect, and her response to this is to either stand there and scream or run away and hide under the tables .

 

She is in a mixed class (reception and year 1) of 30 children, there is one teacher and a TA, school are wanting to apply for a statement, but we are waiting for DDs Dx report to come from CDC, before they start the process. At the moment she has a support assistant from the early years inclustion service who is coming in to school to work with her for 3 hours on Monday mornings. she has put together a visual timetable to help DD cope better. But other than this she has no other support. She is currently on school action plus, school upto now have been really supportive, but its really hard to collar her teacher or Senco as they are always so busy. Is there a certain level of support that school should fund without a statement ?

 

Even thought DD say that she likes school, my gut instinct is tell me otherwise, for the last week she has had loads of accident getting to the loo(at home and school), sometimes she just sit there and does it, she has never had any problems like this for over 2 years. I realise that alot of kids suffer some amount of stress when the start school, but DD just doesnt seem her usual cheery self. DH thinks im reading more onto it and we should just wait and see how thing pan out. I just feel like this whole thing is a ticking time bomb.

 

This is all very new to me, DD is no trouble at home, i feel like i should be telling school hows best to get dd to sit still ect. But to be totally honest i havent got a clue , What things have your DC found helpfull to help them settle??.

[jlp]

I don't know if this is very good (maybe she's still too little) but in Year 1 my ds started having a taped square on the carpet which was his square. They said it can very very stressful - where to sit, who to sit next to, others sitting too close etc and this did help a bit. In Y2 he had his own chair with his name on for carpet as he struggled again if other children sat too close.

[Confusedmum]

I don't know if this is very good (maybe she's still too little) but in Year 1 my ds started having a taped square on the carpet which was his square. They said it can very very stressful - where to sit, who to sit next to, others sitting too close etc and this did help a bit. In Y2 he had his own chair with his name on for carpet as he struggled again if other children sat too close.

 

 

Yes at pre school DD had a chair that she sat on pre school, teacher used to let her help with the registar, i hadnt put the two together maybe this is why she was ok at pre school, obviously sitting on a chair she didnt have to get to close to anyone else. And tbh the other kids never seemed to mind !! not sure if this would be that case at school though.

 

 

I will mension that to her teacher tomorrow, Thanks

[jlp]

Hope it does help, it's simple but did seem to help G (he'd lash out if anyone got too close and used to wonder off too)

 

Strangely none of the other children in G's class have asked (to my knowledge) why he had a chair or an 'area' even last year in Y2 - maybe they just sensed he's a bit different I'm not sure.

 

This year we have neither which is annoying as it's his first year with a statement and it's all in there officially now.

[oxgirl]

Hiya,

We also had a special coloured square of carpet for Jay to sit on during carpet time. The teacher would place it right at the front, hear to her and would ensure that the other children gave him plenty of space. When it was obvious that he'd had enough of sitting, he would be taken off by the LSA to choose something out of a special box of toys he had until circle time was over. The teacher also allowed Jay to hold onto a special toy while he was sitting. He took a different toy insect each day and would hold onto it and fiddle with it to occupy himself. He would sometimes make soft noises to himself but the teacher allowed this, unless he got too noisy, in which case he was removed and given a break.

It was never, ever an issue with the other children. They accepted Jay for who he was and were very helpful and tolerant to him, fighting amongst themselves to be the one to 'help' him. Also, Jay was never aware of standing out from the others by having a square of carpet just for him, it was just 'his special square', simple as that.

Good luck, hope it helps. <'>

 

~ Mel ~

[spectrummum]

A few thngs to consider asking to be looked at from the teachers and school

 

 

Introduction to the nursery

Any child is likely to be overwhelmed by the noise, light, number of children present etc. This is particularly true of the child with autism who may be hypersensitive to these things.

 

 

It may also be useful for staff to have a photograph and name on a badge so that the child begins to recognise them and their name. For children who don't like change, it might be useful to have a display board with photos showing which staff are in that particular day.

 

 

Picture timetables and symbols

Picture timetables give children a sense of structure to their day and make them feel more secure. A variety of types of pictures can be used - photographs, drawings, symbols etc - depending on the child's understanding. More able children may prefer words. What is important is that the timetable is clear, unambiguous and does not give too much information at once. Visual timetables can also be used to break an activity down into steps. Hannah (2001) discusses in detail how to design and implement a good timetable.

 

Some children, especially those with little or no speech, relate well to picture symbols. This is similar to the timetable. Simple line drawings are best because these are less confusing than a photograph. The word for the object can be written underneath so that the name for an object is consistently used by all.

 

 

Toileting problems

Some children find toileting very difficult, especially if they have learning difficulties. You may find that a child who is dry at home may need nappies at nursery. Other children may use other places than the toilet, not realising that this is inappropriate. Autism makes it very difficult for the child to understand social rules. They are not being naughty.

 

To tackle any toileting problems it is important to take it one step at a time. Try an establish a routine. For example, take the child to the toilet or potty about 20 minutes after every meal. You can also look out for non-verbal signals that indicate the child wants a wee or poo. Parents should be able to advise on this. Take the child to the toilet and encourage them to sit on the toilet or potty. Try and get them to sit for a short period of time, say five minutes, before you let them off. If they don't do anything let them off but return a short while later, especially if they give signals that they are about to do something in their nappy or pants.

 

 

 

Problems with eating

Lunch-time can be particularly difficult for children at nursery. Some are very sensitive to certain textures or flavours, or are frightened of trying new foods. Many are overactive and find it hard to sit down and eat at a table. It is therefore important to take things in small steps and praise the child for their progress. They may find eating as part of a group overwhelming - sitting the child at their own table and gradually introducing other children may help.

 

Lunch-time must be a very consistent routine with, perhaps, a personal table mat so that the child knows that it is time to sit down and eat. Encourage the child only to eat when sitting. Keep returning him to his chair to sit for a few minutes to eat. Be very clear what you are working on, eg favourite foods, so that the child wants to sit down and eat.

 

Gradually build up the amount and variety of food presented to the child. During the early days, only present the foods that the child knows and likes. Then put one small new item in middle of a favourite food e.g. one pea in a jacket potato and gradually build up. If he shows interest in other foods, by all means then try the new food, unless the child is on a special diet. Give praise once the food has been swallowed, and not before. If the child leaves food on their plate, just remove their plate without comment. Don't make a big fuss about what is left. Accept it may be better for a child to initially use his fingers, rather than a spoon/fork, if you just want him to eat. Teach one skill at a time.

 

 

Obsessions

Many children will have one or more obsessions eg Thomas the Tank Engine or dinosaurs. A child may talk repeatedly about the object. It may be necessary to have rules such as he can only bring one engine to nursery (or none if you have a rule about not bringing toys to nursery) and that he can only talk about Thomas at certain times. The visual timetable can be used to implement this.

 

However, a child's special interest can be used as a tool. For example, Thomas and the other engines can be used to teach numbers and colours.

 

 

Tantrums

Some children have tantrums because they are unable to communicate what they want or express their feelings in any other way. Furthermore, they may have difficulty in understanding what they are being told. The use of picture cards may help overcome some of these problems. It is also essential to keep your language clear and brief and to emphasis important words.

 

However, don't just assume it is a communication problem. Try to get as much information as possible from parents eg did he sleep well, did they have breakfast, are they ill, frightened etc. If a child tantrums often, it would be helpful to record these - time, date, what was happening just before the incident, during the incident, and how did the child calm down. A pattern might emerge which might identify triggers. If a child is non-verbal it would be helpful to teach a child to initially point or take an adult's hand to items they want. This will reduce the frustration of not having some of their needs met.

 

 

Choice of activity

During free-time, the child may find it very difficult to choose what to do. He may stand on the perimeter engaging in self-stimulatory activity, such as flicking his fingers. Slowly build up the choices that are available to the child - initially offer him a favourite activity together with something he does not enjoy. Gradually build up to two desired activities. Alternatively, he may always choose the same activity, such as playing with the toy train. A picture timetable can be used, alternating the train play with other activities.

 

 

The curriculum

As with all children, children with autism will be required to follow the foundation stage of education from the age of three to the end of reception year. However, children with autism have differences in their brains and they may have difficulties in learning those skills which typically developing children learn naturally. Essentially, a young child needs to develop 'learning to learn' skills in order to access a curriculum - sitting for short periods, looking, listening, attention, concentration, enjoyment, simple self help skills e.g. toileting, dressing etc. A lot of practice may be needed.

 

Cumine, Leach and Stevenson (2000) give an outline as to how this curriculum can be adapted to meet the needs of children with autism. They emphasise the child's special needs and give hints on teaching, with case study examples.

 

Personal, social and emotional development - what a child learns in the early years is crucial in the development of his social competence. Specific social interaction skills need to be taught - using real social situations.

 

Communication, language and literacy - similarly, the child may have great difficulty in understanding communication, verbal and non-verbal. Again, this may need to be taught.

 

Mathematical development - this may be an area of strength. However, mathematical experiences will need to made meaningful for the child.

 

Knowledge and understanding the world - the child may not be naturally inquisitive and this will need to be fostered. However, they may have extreme curiosity for certain things. Help will be needed to make sense of past, present and future events.

 

Physical development - be vigilant with those children whose agility outstrips their sense of danger. Clear safety rules that the child understands will be necessary.

 

Creative development - help the child reflect on previous experiences and learning and help them make connections between past and present learning.

 

 

Play

Play can be particularly difficult. Research has shown that for young children with autism, sensory motor play (eg mouthing objects) dominates beyond the verbal mental age at which it declines in children without autism. They may also use objects in an inflexible way, for example spinning the wheels of a toy car rather than playing a racing game. They may often prefer to play by themselves, rather than with other children. Children, especially those with Asperger syndrome, sometimes want to play with other children, but do not know how. Adult assistance may greatly help these children. Interactive play, such as singing games, can also be very popular. Sherratt and Peter (2002) give a wide range of practical strategies for teaching play, depending on the child's level of functioning. Some of these can be used on a one-to-one basis; others involve other children. Moor (2002) also has a wealth of practical advice to offer on play ideas.

 

Imaginary play (eg doctors and nurses) is rare. Often when it does appear, it is in fact an enactment of something they have seen on television and they will repeat the same scene over and over again.

 

Many young children with autism have poor self occupancy skills and lack the imagination to truly experiment and examine toys. Because of their rigid behaviours they may not want to try new toys/experiences. One-to-one teaching of how to use functional toys may not necessarily teach a child how to 'play' but, through routine, they may learn to occupy themselves in a more constructive and appropriate way. The child's range of toys could be systematically increased thus increasing the child's ability to make choices. The more familiar a child becomes with a range of toys, the more they are likely to use them.

 

 

Ideas for toys and leisure activities

As with all children, children with autism have a wide range of likes and dislikes. Shields (1999) has compiled a lists of toys that have been demonstrated as being popular with young children with autism. They include toys which are visually interesting (eg bubbles, shape and colour matching or sorting toys, jigsaws, Jack-in-the-box, lego, videos especially Thomas the Tank Engine, Pingu and Disney); books, especially those with flaps or items to touch, puzzle books, word books etc; physical activity toys eg swing, slide, trampoline, rocking horse, ride-on toys, climbing frame, football etc.; games to play with other people eg tapes of singing and dancing games, picture lotto, snap, Connect 4, snakes and ladders, ludo, chess; and computer software - early years programmes, characters (eg Thomas the Tank Engine, Pingu, Disney), software to develop vocabulary, factual software.

 

 

Health and safety

Some children do not seem to react to pain. They may not cry when hurt and show little or no awareness of danger. It is therefore advised that they are carefully monitored when playing on play equipment.

 

They may also lack awareness of other children's safety eg pushing another child aside. This is not to intentionally hurt the child, rather they are unaware that the other child may get hurt or be angry at being pushed aside.

 

 

Important points

 

All staff need to be aware of the rules and expectations of the child and that these are consistently applied.

Language should be clear and simple. Avoid ambiguity.

Use rewards not punishment, particularly special interests

Share information/experiences with primary carers

Be aware of what might upset the child.