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PAGE 84
4.7 Harris Academy, Dundee
Inter-professional/Parent
Partnership for Pupils with Autistic Spectrum Disorders
Harris Academy
In January 2000, 1 joined Mrs
Tait at Harris Academy. Together we were asked to establish the first
Autistic Provision for Secondary pupils in the City. As we had similar
backgrounds of' S.E.N. work from the 1980's, we had extensive experience
of working effectively with inter-agency partnerships. We undertook T.E.A.C.C.H.
(Treatment & Education of Autistic and related Communication Handicapped
Children-Adults) training in various parts of the country, and supplemented
by courses, visits to similar provisions, (with continued collaboration),
reading materials etc., this enabled us to implement setting up the Provision.
We based the physical layout
of the initial site using both T .E.A.C.C.H. and S.P.E.L.L. (National
Autistic Society guidelines - Structure, Physical Environment, Expectation,
Low Arousal, Links) principles. These principles worked well in the original
site, and when we were given new premises to be open for August 2001,
we had the space, and the knowledge, to be able to work with the architects
to establish the conditions best suited to our pupils. Care was taken
in making the individual workstations, non- flickering dimmable lighting,
clearly defined work and leisure areas, relaxing colours, low arousal
throughout, visual timetables, colour coded staff identification, insect
nets, and a quiet room with de-stressing materials available. As much
as possible we catered for the needs of each individual, (10 pupils),
and to address the Triad of Impairments (Social Communication, Social
Interaction, Social Imagination / Inflexibility of Thought) present in,
but manifesting differently in each pupil, by using the pupils' strengths
of being logical, visual learners. We have delivered Autism Awareness
raising with the pupils' peers, and our subject staff. We have succeeded
in having voluntary reverse integration with peers at breaks and lunchtimes.
This has led to real friendships being established where these pupils
feel very much in partnership with us, and has enriched their confidence
and self-esteem. Some staff voluntarily joined our Quality Action Group.
The mainstream subject teachers have worked in partnership with us to
identify strategies to help improve learning for a range of pupils, as
well as giving us their support and help whenever we have needed it. They
understand the difficulties our pupils experience and their collaboration
has been invaluable.
Some subject teachers have
volunteered to work with our pupils as a discreet group. They have worked
in partnership with us so the pupils can access their subjects to give
a broad and balanced curriculum. Senior Management has given us their
backing throughout. They feel very strongly our pupils and the Provision
are an asset to the school, which already had an established ethos
of tolerance and understanding. Their partnership and encouragement has
facilitated the continued development of the Provision. We work in close
partnership with our classroom assistants (3 ladies). We have developed
their understanding of Autism to give them the skills needed to provide
effective support within the school. The pupils integrate into mainstream
subjects depending on their individual needs, which is between 10% and,
80% of their curriculum. Initially they needed support, but in collaboration
with subject teachers and our staff, independence in this area continues
to evolve.
Recognising the diverse needs
of pupils with ASD, we have fostered close partnerships with Educational
Psychology Service, Speech and Language Therapy Service, Child and Family
Psychiatry Service, School Doctor, Dietician and Advisors from CETA (Centre
for Education and Training in Autism- a branch of the Scottish Autistic
Society).
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