ARP for Autism / Speech language and communication needs in high schools

Cognition and learning

• Are likely to have a specific diagnosis of Autism. Some will not have a diagnosis as yet, but may be on a diagnosis pathway and / or have a social communication need or a Speech, Language and Communication Need (SLCN) that presents in a similar way and requires a similar approach to the curriculum, teaching and learning.
• Their needs will have a significant impact on their learning and their ability to access mainstream education without intensive specialist support.
• Will be learning up to 3 years behind age-related expectations and broadly able to access a personalised mainstream curriculum with their peers.
• Will show some potential for being able to make good progress with access to the right specialist support that addresses their needs.

Communication and Interaction

• May have difficulties communicating with others for more complex reasons (for example, problem solving, asking for help)
• May have difficulties with their social understanding, for example identifying the thoughts, feelings and intentions of others.
• May have accompanying language difficulties including understanding non-literal language.
• May need part-time access to a low arousal environment to support with sensory and emotional regulation.

Social, emotional and mental health

• May have difficulties with social communication and understanding such as not initiating or avoiding contact with others, showing frequent high levels of anxiety / distressed behaviours.
• May have very specific small areas of interest.
• May have a strong preference to routine which causes significant dysregulation when routine is changed or events are unexpected.
• May have difficulty identifying and regulating their emotions and/or associated anxiety.
• Will have the cognitive ability to learn how to self-regulate.

Sensory, physical and medical

• May have sensory needs, including sensory processing needs.
• May have difficulties with fine and gross motor skills and coordination.

Curriculum, teaching and learning

• Will require access to significant levels of specialist support and specific interventions in smaller groups for parts of the week.
• Will need a personalised / adapted curriculum.

Environment

• Will need access to specialist teaching and learning facilities / modified environments with fewer distraction for parts of the week.
• Will require access to significant levels of specialist support and specific interventions in smaller groups for parts of the week.
• Will require part-time access to a low arousal environment to support with sensory and emotional regulation.
• Will need a personalised / adapted approach to the curriculum that takes account of their specific needs.

Behaviour support

• May need support to learn how to regulate their emotions and manage any anxiety or mental health needs.
• Implementation of the Ealing Therapeutic Thinking Schools approach or a similar evidence-based approach.