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Specialism Assignment - Autism Provision in the Early Years
Critically evaluate how the pupil progress of Autistic pupils can be maximised
through the use of TEACCH strategies within Early Years Foundation Stage
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It is characterised by a triad of impairments: difficulties with social
communication; difficulties with social interaction; restrictive and repetitive behaviours,
activities or interests, sensory difficulties are included here (APA, 2013)
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Social interaction
difficulties include problems recognising/understanding other people's feelings,
often choosing to be alone (NAS, 2017)
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Many autistic people also experience an over- or under-sensitivity to sensory
inputs, which may mean they are constantly seeking out sensory input or experiencing
sensory overload (NAS, 2017)
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To be
diagnosed, these symptoms must have been present since early childhood and
limit/impair everyday functioning (APA, 2013)
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Autism is more prevalent in males, with 1
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2% of females (Brugha et al
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ASD was first researched by Kanner (1943) who observed children within society who
were profoundly withdrawn, had communication and language difficulties and a desire
for familiarity - he called this Autism
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The causes of Autism are not fully understood (NHS, 2015)
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, 2010)
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, 2011)
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ASD has been linked to the MMR vaccine, diet and upbringing, however, these
have been discredited (NHS, 2015; Gross, 2009)
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Within the Early Years (EY), a child with
Autism may not recognise their parents, want to play with others and may become
distressed if routine is changed (Plimley et al
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If diagnosed in EY, an EY
practitioner plays an important role in supporting the parents to accept and understand
the diagnosis and what their next steps are (Plimley et al
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This is an important
topic for exploration because 26% of children with special educational needs have
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ASD (DfE, 2016)
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These enable children who cannot access the
curriculum to make progress, no matter how small, by breaking even development
matters into the smallest of chunks
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Research
TEACCH is a therapeutic tool which uses structured teaching to enable autistic
children to learn
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These components are
widely used within both mainstream and special education (Evans et al
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In an
EY setting, aspects of TEACCH may include a clearly marked classroom layout, with
defined areas and with a specific learning intention, neutral in design, visual timetables
and distinct instruction used (Wall, 2004)
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The visual aspects of this therapy are
based on the theory that Autistic people are often visual learners, linking to the neurolinguistic programming learning theory: the idea that we are either visual, auditory or
kinaesthetic learners (Pritchard, 2014; Mezibov and Shea, 1998)
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, 2007; Rumbold, 1990)
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However, this therapy places very little demand on the child to
adapt to different situations, limiting individual thought and imagination with its
structured nature (Hillman et al
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It does encourage an overreliance
on structure during every aspect of their lives, which is not always representative of
real life (Wall, 2004)
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TEACCH was found more
effective in reducing ASD symptoms of primary aged children, than integration into
mainstream education (Panerai et al
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However, this study had considerable
heterogeneity between the groups – experimental and control – being from very
different populations, with the experimental group remaining in special education with
higher levels of comorbidity – having other conditions in addition to their ASD (Panerai
et al
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Despite showing TEACCH as effective, these results need to be
researched further, with a more reliable and valid research design
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, 2013)
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, 2013)
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The study used a
range of ages, from 6 to 20 years, and improvements to their ASD remained over time,
showing the long lasting positive effects of TEACCH (Hume and Odom, 2007)
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,
2014)
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, 2014)
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,2014)
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,2014)
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, 2007; Turner-Brown et al
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Despite much supportive research surrounding the use of TEACCH strategies in EY,
some researchers have found contrasting evidence
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(2010)
found that the visual elements of TEACCH have no significant impact upon ASD
symptoms or development, contrasting with Hume and Odom’s (2007) view
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Teaching and Observations
I have seen aspects of TEACCH used in various schools during this PGCE year
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Very clear labelling like this helps the children associate different areas with different
learning and therefore pupil progress
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This setting also used a visual timetable, each
day they would discuss the order of the day
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Examples of School A's displays to represent the different areas of learning
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School C’s timetable is very cluttered and
surrounded by lots of other information, mostly for the teacher’s benefit
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School
D’s timetable promotes its use and understanding, promoting pupil progress more so
than school C, who used it fleetingly and the children found it hard to access
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The staff worked alongside the parents, with a copy of the school
individual visual timetable sent home
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After a couple
of weeks, the 2 children it was used for were no longer crying when they left their
parents in the morning and were able to access the continuous provision
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Similarly, school
C used a now and next board for a child with autism
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This is the idea that good behaviour or the completion of a task is
recorded (Pritchard, 2013)
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However, other days he was too over stimulated from the environment
to access the learning
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However, within this particular setting there
was no option for this, but I feel as though this would have helped him make
progress in his learning
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Its impact on my own teaching is as follows:
I will always endeavour to make meaningful use of a visual timetable within my
classroom
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If the changes are considerable, I will ensure the parent has a
copy of this timetable in the days prior to the change in routine to enable the child to
participate in this probably special activity
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I will also try not to get caught up in making my classroom look ‘pretty’ and think
about the children in my class and what kinds of displays are appropriate for them
and will not stop them from accessing the learning due to sensory overload
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This will
allow for the children to understand where resources are and what learning they are
to be doing in each area of the continuous provision
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I will also use my professional judgement in terms of the use of
a now and next board, it is suitable for some autistic children, but not all
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