Autistic Spectrum Disorders
SEN Guidance 2014
The Autism Spectrum: Including Communication and Interaction needs
How to use this Guidance:
Identifying range
- Read the descriptors at the bottom of this page and identify those that describe your child. You may find it useful to print off a copy of these and highlight ones that apply.
- Use the SEN Guidance descriptor information in the first column of each range to think about how the pupil’s individual profile affects their access to the curriculum and school life. These statements support a decision about whether the pupil is mildly, moderately or severely affected and give guidance about how contexts and support needed affect placement at a particular range.
- Steps 1 and 2 above should enable professionals to make a judgement about which range the pupil is at currently. It is important to recognise that these ranges can alter either because the pupil’s profile may change or because of context changes such as times of transition/ school placement.
Using the Guidance to support learning
- Once the range has been established, professionals will advise those involved with the child about how to support the learning of children with Autism/ Communication and Interaction Needs at each range.
- It is important to recognise that Quality First Teaching will provide a firm basis upon which to use the additional strategies identified at each range. Strategies and advice from earlier ranges need to be utilised as well as more specialised information as the ranges increase.
- Further information about any matters relating to Communication and Interaction Needs/Autism can be requested by contacting a member of the Autism Spectrum Outreach Team on 01274 439500.
Currently all newly diagnosed children and young people will be referred to the AS Team routinely. Specialist staff from the team will undertake an assessment of newly diagnosed C&YP and share their assessments and recommendations with settings and families.
It is acknowledged that other conditions such as Attention Deficit Disorder, Obsessive Compulsive Disorder and mild to moderate learning difficulties occur alongside Autism Spectrum Disorders. Acknowledgement of these is not specifically made within this guidance.
Communication and Interaction/ Autism Spectrum
Descriptors
The children and young people (C&YP) to whom this guidance relates will present with a range of Communication and Interaction differences which challenge their learning and social inclusion. Individual C&YP display a range of differences which will vary in severity and intensity and which may change over time. It is not expected that any C&YP will match all the descriptors listed below. C&YP who display Social Communication and Interaction differences but who are not diagnosed with an autism spectrum disorder may share some of the difficulties in social imagination, inflexibility of thought and sensory differences seen in C&YP on the Autism Spectrum. The suggested provision and resourcing at the appropriate range will support effective teaching and learning for this group of C&YP.
Children and young people with communication and interaction differences / Autism may have differences in the areas identified below. Use these descriptors to identify the needs of an individual C&YP:
Communication and Reciprocal Social Interaction (Social Affect)
- Difficulties recognising that they are part of a class, group or wider social situation.
- Social situations present challenges resulting in emotional outbursts, withdrawal, social vulnerability and/or isolation.
- Poor empathy, imagination and play skills which affects social understanding and impacts on learning in subjects such as English and RE
- Unusual eye gaze or eye contact. Facial expressions may be limited or reduced in range. May not use or understand non-verbal communication.
- Difficulties with understanding spoken language or difficulties expressing their own wishes and feelings (expressive and receptive needs). Speech may be delayed or unusual and may have an odd intonation pattern with immediate or delayed repetition (echolalia)
- Literal Interpretations of language and learning with poor understanding of abstract language. Higher order language skills may be impaired, e.g. understanding and use of metaphor, inference and emotional language.
- Issues with interpreting and understanding whole class instructions and general information
- Difficulties with the concept of time and sequencing of events significantly affect everyday activities.
- Difficulties with personal space. May invade others space or find close group work difficult
- Little awareness of danger in comparison to children of their age. May ‘run’ or ‘climb’ with no regard to hazards. May be unaware of hurting others.
- May have coping strategies that enable successful social interaction with peers. At times of stress or anxiety, however, responses will be unusual and socially awkward.
Restricted and Repetitive Behaviours
- Anxiety to even small unplanned changes in the environment or learning tasks leading to reactions of outbursts or withdrawal
- Unusual or different behaviours or obsessions with everyday objects, people or toys. This can lead to difficulties with finishing desired activities. May display an intense interest in a topic that is explored with a high level of frequency and/or inappropriateness to context or audience.
- Difficulties managing transition between different environments or tasks. Routine and visual structure supports these issues.
- Inability to maintain focus and concentration age appropriately. May be easily distracted or may not switch attention easily.
- Inconsistent patterns of behaviour across a spectrum from challenging or impulsive to extreme passivity.
Sensory Differences
- Unusual over or under responsiveness to sensory stimuli e.g. touch or noise which may affect access to everyday events or activities e.g. dining halls. May show signs of delayed hand/eye co-ordination and/or fine/gross motor skills or display unusual body movements such as flapping, toe walking, tics or unusual posturing. May eat inedible objects ‘pica’
- May display unusual sensory responses to the environment at times of heightened stress. This may present as anxiety.
Sensory differences can affect physical milestones such as toileting and eating development. These can cause high anxiety in the child/young person and those who care for them.
Overview - Range Descriptors
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Range 1 |
C&YP at range 1 will have communication and interaction needs identified by the range descriptors on page 3 of this document that may affect their access to some aspects of the National Curriculum, including the social emotional curriculum and school life. C&YP may or may not have a diagnosis of an autism spectrum disorder made by an appropriate multi-agency team. |
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Range 2 |
C/YP at range 2 will have communication and interaction needs identified by the range descriptors on page 3 of this document that affect access to a number of aspects of the National Curriculum, including the social emotional curriculum and school life. C/YP may or may not have a diagnosis of an Autism Spectrum Disorder by an appropriate multi-agency team. |
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Range 3 |
C/YP at range 3 will have communication and interaction needs identified by the range descriptors on page 3 of this document that will significantly affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life. This is especially true in new and unfamiliar contexts. The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore, on the result of any assessment. C/YP may or may not have a diagnosis of an Autism Spectrum Disorder made by an appropriate multi-agency team. |
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Range 4i |
C/YP at range 4i will have communication and interaction needs identified by the range descriptors that severely affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life. This is especially true in new and unfamiliar contexts but will also affect access at times of high stress in some known and familiar contexts and with familiar support/people available. The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment.
C/YP will have an uneven learning profile but their attainment levels suggest they can access a differentiated mainstream curriculum.
Children may or may not have a diagnosis of Autism Spectrum by an appropriate multi-agency diagnostic team. |
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Range 4ii |
C/YP at range 4ii will have communication and interaction needs identified by the range descriptors of this document that severely affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available. The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment.
Children and young people at range 4(ii) may be in the following settings
Mainstream C/YP will have an uneven learning profile but their attainment levels suggest they can access a differentiated mainstream curriculum. C/YP will require significantly more support than is normally provided in a mainstream setting. Pupils within Designated Special Provisions will have a diagnosis of Autism Spectrum by an appropriate multi-agency diagnostic team. Special Attainment profile is below expected NC levels, the majority of attainments within the P level range C/YP may or may not have a diagnosis of an Autism Spectrum Disorder
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Range 1 - School/ setting based responses |
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Descriptor
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1. Use the range guidance to identify the child's range. 2. Consider whether the following statement describes how the C/YP is affected within school: C&YP at range 1 will have communication and interaction needs identified by the range descriptors on page 3 of this document that may affect their access to some aspects of the National Curriculum, including the social emotional curriculum and school life. 3. If this statement accurately describes your child or young person use the advice given in range 1. If not you will need to consider descriptors for other levels. C&YP may or may not have a diagnosis of an autism spectrum disorder made by an appropriate multi-agency team. |
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Assessment & Planning
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Assessment:
Planning:
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Groupings for teaching
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Human resources & staffing
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Setting:
LA:
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Curriculum and Teaching Methods
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Resources/Provision:
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NC Level |
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Range 2 - School/Setting based responses |
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Descriptor
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1. Use the range guidance to identify the child's needs. 2. Consider whether the following statement describes how the C/YP is affected within school C/YP at range 2 will have communication and interaction needs identified by the range descriptors on page 3 of this document that affect access to a number of aspects of the National Curriculum, including the social emotional curriculum and school life. 3. If this statement accurately describes your child or young person use the advice given in range 2. If not you will need to consider descriptors for other levels. C/YP may or may not have a diagnosis of an Autism Spectrum Disorder by an appropriate multi-agency team. |
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Assessment & Planning
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Assessment: As range 1 plus:
Planning:
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Groupings for teaching
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Human resources & staffing
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As range 1, plus: Setting:
LA: As range 1
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Curriculum and Teaching Methods
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As range 1 plus:
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Resources and Intervention Strategies
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As range 1 plus
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NC Levels |
Across the expected range but with an unusual profile showing relative weaknesses in certain areas and strengths in others
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Range 3 - School/setting based responses |
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Descriptor
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1. Use the range guidance to identify the child's needs. 2. Consider whether the following statement describes how the C/YP is affected within school: C/YP at range 3 will have communication and interaction needs identified by the range descriptors on page 3 of this document that will significantly affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life. This is especially true in new and unfamiliar contexts. 3. If this statement accurately describes your child or young person use the advice given in range 3. If not you will need to consider descriptors for other levels. The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore, on the result of any assessment. C/YP may or may not have a diagnosis of an Autism Spectrum Disorder made by an appropriate multi-agency team. |
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Assessment & Planning
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Assessment: As range 1 and 2 plus:
Planning:
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Groupings for teaching
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As range 1 and 2 plus:
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Human resources & staffing
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As range 1 and 2 plus: Setting:
LA: Specialist staff from the AS Outreach Team will offer
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Curriculum and Teaching Methods |
As range 1 and 2 plus:
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Resources and Intervention Strategies
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As range 1 and 2 plus
The use of Quality First teaching approaches, as detailed on Bradford Schools Online, to support the development of social communication and interaction skills Flexibility will be required to enable the C&YP to follow instructions and/or record work
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NC Levels |
Across the expected range but with an unusual profile showing weaknesses in some areas and strengths in others |
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Range 4 (i) |
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Descriptor
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1. Use the range guidance to identify the child's needs. 2. Consider whether the following statement describes how the C/YP is affected within school: C/YP at range 4i will have communication and interaction needs identified by the range descriptors on page 3 of this document that severely affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life. This is especially true in new and unfamiliar contexts but will also affect access at times of high stress in some known and familiar contexts and with familiar support/people available. 3. If this statement accurately describes your child or young person use the advice given in range 4i. If not you will need to consider descriptors for other levels. The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment.
C/YP will have an uneven learning profile but their attainment levels suggest they can access a differentiated mainstream curriculum.
Children may or may not have a diagnosis of Autism Spectrum by an appropriate multi-agency diagnostic team. |
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Assessment & Planning
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As range 1 – 3 plus: Assessment:
Planning:
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Groupings for teaching
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As range 1 -3 plus:
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Human resources & staffing
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As range 1 – 3 plus: Setting:
LA:
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Curriculum and Teaching Methods |
As range 1- 3 plus:
Must implement recommendations of AS Specialist Outreach Team |
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Resources and Intervention Strategies
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As range 1 -3 plus
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NC Level |
Across the expected range but with an unusual profile showing weaknesses in some areas and strengths in others. |
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Range 4 (ii) |
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Descriptor
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1. Use the range guidance to identify the child's needs. 2. Consider whether the following statement describes how the C/YP is affected within school: C/YP at range 4ii will have communication and interaction needs identified by the range descriptors on page 3 of this document that severely affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available. 3. If this statement accurately describes your child or young person use the advice given in range 4ii. If not you will need to consider descriptors for other levels. The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment.
Children and young people at range 4(ii) may be in the following settings
Mainstream
C/YP will have an uneven learning profile but their attainment levels suggest they can access a differentiated mainstream curriculum. C/YP will require significantly more support than is normally provided in a mainstream setting. Pupils within Designated Special Provisions will have a diagnosis of Autism Spectrum by an appropriate multi-agency diagnostic team. Special Attainment profile is below expected NC levels, the majority of attainments within the P level range C/YP may or may not have a diagnosis of an Autism Spectrum Disorder. |
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Assessment & Planning
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Assessment: As ranges 1 – 4(i) plus:
Planning:
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Groupings for teaching
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As ranges 1 – 4(i) plus:
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Human resources & staffing
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As ranges 1 – 4(i) plus:
Setting:
LA:
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Curriculum and Teaching Methods
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As ranges 1 -4(i) plus:
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Resources and Intervention Strategies
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As range 1 -4(i) plus:
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NC Level |
Across the expected range but with an unusual profile showing weaknesses in some areas and strengths in others |