Kieron’s Journey Partnership – what is it? Parents and educators working together

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  • Kierons Journey Partnership what is it? Parents and educators working together.
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  • Where did the journey begin? Kieron very anxious in school. Demeanour Kieron very anxious in school. Demeanour Rec Y1 Squirmed-no eye contact. Rec Y1 Squirmed-no eye contact. No eating. Lunch box crackers (Jacobs). Blackcurrant. Lost weight and looked felt/cold at playtimes. No eating. Lunch box crackers (Jacobs). Blackcurrant. Lost weight and looked felt/cold at playtimes. No fruit/juice time. No fruit/juice time. Upset afraid of failure.. Distressed. Upset afraid of failure.. Distressed. Behaviours- shouting, screaming, crying, licking children, yelled on the yard. Would bite other children. Attacked mum at end of day. Behaviours- shouting, screaming, crying, licking children, yelled on the yard. Would bite other children. Attacked mum at end of day. Never asked for help. Communication eventually came in a silly voice. Never asked for help. Communication eventually came in a silly voice. Experienced anxiety at; hall times/practices/lunchtimes/fire alarms spotted notification of fire drill on teachers weekly memo. Experienced anxiety at; hall times/practices/lunchtimes/fire alarms spotted notification of fire drill on teachers weekly memo.
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  • Conwy ASD team became involved.. November 2005, 3 sessions per week. November 2005, 3 sessions per week. Developed star charts, picture timeline. Developed star charts, picture timeline. Fruit /eating encouragement tiny bits at a time. Fruit /eating encouragement tiny bits at a time. PATHs, feelings/ emotional literacy. PATHs, feelings/ emotional literacy. Literacy, e.g. describing pictures. Literacy, e.g. describing pictures. Maths back to basics, four rules, language. Maths back to basics, four rules, language. SEN teacher came in to advise on next steps. SEN teacher came in to advise on next steps.
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  • Imitation to Innovation Developing literacy Developing literacy Pie Corbett development of writing. Pie Corbett development of writing. Structure to invention. Structure to invention. Mapping stories, events, sentences. Mapping stories, events, sentences. VISUAL PROMPTS IMPORTANT.
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  • Input from the experts Autism Cymru Autism Cymru Background information about the condition Background information about the condition Social stories/development Social stories/development Visual Schedules for all Visual Schedules for all Work stations Work stations Sharing information INSET and informal chat in school Sharing information INSET and informal chat in school Clinical Psychologist-making food fun.. Clinical Psychologist-making food fun..
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  • Most important experts parents! Open the door! What are we afraid of? Open the door! What are we afraid of? Need for holistic knowledge of the child. Need for holistic knowledge of the child. Dialogue. Dialogue. Learning is about linking facts/skills. Learning is about linking facts/skills. Keeping consistency and routine. Keeping consistency and routine.
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  • Sara Miller I cant think myself out of a paper bag socially. When I run into a situation thats totally differentI cant figure out what to do. Its got to be something that Ive seen someone else do before so that I can mimic them or I need someone to tell me what to do. I cant think myself out of a paper bag socially. When I run into a situation thats totally differentI cant figure out what to do. Its got to be something that Ive seen someone else do before so that I can mimic them or I need someone to tell me what to do. REASON FOR BEHAVIOURS/MELTDOWN! REASON FOR BEHAVIOURS/MELTDOWN!
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  • The effects of acquiring knowledge Experiential learning! Experiential learning! The child teaches the parent/educator. We have to use our flexible thoughts to go with the child. The child teaches the parent/educator. We have to use our flexible thoughts to go with the child. The more you read the less you know! The more you read the less you know! The learning never ends.. The learning never ends..
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  • Trial and error No medicine for it then! No medicine for it then! Need space, time and energy! Need space, time and energy! As a teacher (Easier job): As a teacher (Easier job): Social stories for routines Social stories for routines As a parent (More difficult): As a parent (More difficult): Cant cover every eventuality but act on each experience..stories.. Cant cover every eventuality but act on each experience..stories..
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  • Teachers/educators perspectives- Barriers to inclusion.. No time!! No time!! Theres 30 other children in the class! Theres 30 other children in the class! Lack of knowledge regarding Autism. Lack of knowledge regarding Autism. Maintaining discipline addressing all childrens needs adopting the same expectations, strategies, rewards and consequences. Maintaining discipline addressing all childrens needs adopting the same expectations, strategies, rewards and consequences. Home / school barriers. Home / school barriers.
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  • Relying on the continued support and staying enchanted Teachers and parents maintaining enthusiasm. How do we? Teachers and parents maintaining enthusiasm. How do we? The goose bumps make it worthwhile. The goose bumps make it worthwhile.
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  • Working beyond the tick boxes and requirements If we follow job descriptions nothing moves on.. If we follow job descriptions nothing moves on.. Apply some of the theories- adapt and change according to the individual. Apply some of the theories- adapt and change according to the individual. TAKES TIME PATIENCE AND ENERGY! TAKES TIME PATIENCE AND ENERGY!
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  • The educational process as a journeythe journey so far. Calm patches, congestion, scenic, direct, traffic jams, dead ends, bottle necks, pleasant surprises. Reach landmarks but never the destination. Calm patches, congestion, scenic, direct, traffic jams, dead ends, bottle necks, pleasant surprises. Reach landmarks but never the destination. Are we there yet? Are we there yet? Kieron confident / self assured in school. Demeanour displays an increased feeling of well being. Kieron confident / self assured in school. Demeanour displays an increased feeling of well being. Has developed eye contact. Has developed eye contact. Eats well in school. School dinners going down well. Eats well in school. School dinners going down well. Takes part in drinks/tuck time. Takes part in drinks/tuck time. Still afraid of failure.. Not so distressed. Still afraid of failure.. Not so distressed. Negative behaviours now rare. Negative behaviours now rare. Asks for help and expresses feelings through the assistance of PECs/help book. Will express himself verbally and literacy developed can explain in limited sentences. Asks for help and expresses feelings through the assistance of PECs/help book. Will express himself verbally and literacy developed can explain in limited sentences. Anxiety generally has decreased, e.g. hall times/practices/lunchtimes/fire alarms. Anxiety generally has decreased, e.g. hall times/practices/lunchtimes/fire alarms. Parents/educators common goal so communicate! Parents/educators common goal so communicate! Being honest. Supporting each other. Being honest. Supporting each other. Maintaining the feeling of being OK!. Making it FUN. Maintaining the feeling of being OK!. Making it FUN.
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  • Time for questions..! FEEL FREE! WE MAY NOT KNOW THE ANSWERS! BUT WELL GO BACK TO NORTH WALES AND TRY AND FIND OUT! FEEL FREE! WE MAY NOT KNOW THE ANSWERS! BUT WELL GO BACK TO NORTH WALES AND TRY AND FIND OUT!