The Scottish Society for Autism Clannalba Respite Centre

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THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE
WHOLE LIFE JOURNEY DESIGN FOR AUTISM AUTISM
CYMRU CARDIFF April 2008
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THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE
WHOLE LIFE JOURNEY DESIGN FOR AUTISM JOHN
MCDONALD CHIEF EXECUTIVE JIM TAYLOR DIRECTOR
OF EDUCATION AND SUPPORT SERVICES
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THE SCOTTISH SOCIETY FOR AUTISMdesign for
autism design for life

• Established 1968 parent led
• Adult and children's services
• 25 locations across Scotland
• c.700 staff
• Individuals with ASD should be given the
  opportunity to evolve a lifestyle which is
  positive and leads to independence
• Individual development through partnership,
  negotiation, support and encouragement.

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THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE
WHOLE LIFE JOURNEY DESIGN FOR AUTISM
3 levels of engagement
INDIVIDUAL
REGIONAL
NATIONAL
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THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE
WHOLE LIFE JOURNEY DESIGN FOR AUTISM
SUMMARY DESIGN FOR LEARNING DESIGN FOR
LIFE DESIGN FOR AUTISM
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New Struan A Centre for Autism

• Supporting Integrated Learning for Life
• New Struan School
• Education Advisory Service
• Centre for Training in Autism
• Autism Advisory and Consultancy Service
• Diagnosis and Assessment Service
• Respite and Short Breaks Service
• Transitions into Adulthood

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New Struan School

• Designed to support the specific learning needs
  of pupils with ASD
• Created as a focal point for the Societys
  practice with people with Autism
• Supports the concept of Inclusion for young
  people with Autism

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A Curriculum for Excellence
Confident Individuals
Successful learners
To Enable all young people to become
Responsible citizens
Effective contributors
Scottish Executive 2005
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Successful Learners

• With
• Enthusiasm and motivation for learning
• Determination to reach high standards of
  achievement
• Openness to new thinking and ideas

Scottish Executive 2005
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Responsible Citizens

• With
• Respect for others
• Commitment to participate responsibly in
  political, economic, social and cultural life

Scottish Executive 2005
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Confident Individuals

• With
• Self respect
• A sense of physical, mental and emotional
  well-being
• Ambition

Scottish Executive 2005
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Effective Contributors

• With
• An enterprising attitude
• Resilience
• Self reliance

Scottish Executive 2005
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Education Advisory and Consultancy Service

• Supporting strategy and practice
• Supporting schools to provide an education
  programme specific to ASD
• Direct support to individual teachers in classes
• Direct support to pupils to enable transitions
  and independence

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Centre for Training in Autism (CETA)

• Provides basic level training for all Society
  staff
• Provides specialist training in more specific
  areas
• Provides accredited training for professionals
  and families across Scotland
• National Conferences and a series of mini
  Conferences across Scotland

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Autism Advisory and Consultancy Service

• Develops partnerships with Local Authorities
• Provides direct support and training for families
  and young people
• Works with individuals to provide non-school
  support
• Develops individualised programmes to support
  families and young people

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Diagnostic and Assessment Service

• Provides a formal diagnosis and assessment for
  people of all ages
• Can provide second opinion assessments
• Capacity to link families and individuals with
  all other services available

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Transition into Adulthood

• Develops highly individualised packages to
  support young people into post school placements
• Provides direct support to families in
  identifying, securing and achieving funding for
  adult placement
• (More later )

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THE SCOTTISH SOCIETY FOR AUTISM SUPPORTING THE
WHOLE LIFE JOURNEY NEW STRUAN A CENTRE FOR
AUTISM DESIGN FOR AUTISM
Scottish Society for Autism Hilton House Whins
Road Alloa FK10 3SA Tel 44 1259
720044 www.autism-in-scotland.org.uk
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Design for Learning
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The Statutory Framework

• The Scottish Executive requires schools to
• provide environments that are
• Safe
• Pleasant
• Stimulating
• Supportive of curricular, social and leisure
  activities
• Conducive to learning and teaching
• (Scottish Executive, 2000)

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• Her Majestys Inspectorate of Education (HMIe)
  audit and review teams expect to see
• Space that ensures freedom and clarity of
  movement
• Adjustable lighting and heating
• Good acoustics
• Adequate furniture and storage that is fit for
  purpose
• Furnishings and colour that both stimulate
  learning and promote a calm atmosphere

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Auditory and tactile in-put often overwhelmed
me. Loud noise hurt my ears. When noise and
sensory stimulation became too intense, I was
able to shut off my hearing and retreat into my
own world. (Grandin, 1996)
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Value Added

• Design takes account of the different
• perceptions and learning style of children
• with an ASD, including
• Sensory distortion
• Perceptual distortion
• Executive function difficulties
• Central coherence difficulties
• Inflexibility of thought and action
• Social interaction difficulties

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• The design also supports
• Promotion of independence
• Greater social and emotional well being
• Pupil involvement in the planning and delivery of
  whole school events
• Delivery of the Curriculum for Excellence

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Donna Williams describes her ideal education
environment
one where the room had very little echo or
reflective light, where the lights were soft and
glowing with upward rather than downward
projecting light. It would be one where the
physical arrangements of things in the room was
cognitively orderly and didnt alter and where
everything in the room remained within routinely
defined areas. It would be an environment where
only what was necessary to learning was on
display and there were no unnecessary decorations
or potential distractions (Williams 1996, p.284)
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The architects brief

• To create
• A sense of calm and order
• Good levels of natural light and ventilation
• Reduction of detail
• Good proportion
• Proxemics (the amount of space that people feel
  it necessary to set between themselves)
• Containment (ensuring that people with ASD are
  safe and secure within their environment)
• Easily managed, durable materials
• Good observation
• Good quality acoustics
• Whitehurst, 2006

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The Street

• Wide, well-lit, carpeted corridor enables
• Clear view
• Brightness and space
• Reduced noise
• Easy movement of traffic
• Passing without touching
• Independent movement
• Socialising
• Induces sense of well-being

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Caves of learning

• Curve outwards from the street, with a minimum
  of sharp angles, obstructive corners and hidden
  doorways.
• These areas offer many learning opportunities

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The classrooms

• Include the following details
• Clearly delineated areas
• Quiet room
• Low level and high level windows
• A light shelf and specifically angled ceiling
• A daylight simulator
• Dimmer switches
• Large carpeted areas
• Ample storage space
• High quality, robust and attractive furnishings
• Well organised and attractive display areas
• An external door leading to a patio area and
  gardens

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Citizenship

• Increased opportunities for pupil involvement in
  whole school events
• Pupil Council generates ideas and consults with
  staff and peers.
• They problem-solve /organise/delegate
• Pupils involve their parents
• Pupils lobby politicians

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Confident Individuals

• Pupils advocate for themselves
• Participate in target-setting
• Represent themselves in Annual Review meetings
• Are ambitious learners
• Demonstrate respect for themselves and others

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Impact

• A calm and structured arrival at school each day
• Important, daily transitions are made without
  confusion or fear of crowding.
• Greater autonomy throughout the day as pupils
  move from area to area without the need for
  direct supervision.
• Clear delineation and purpose of each area of the
  classrooms has resulted in increased independence
  and focus for the pupils.
• Classroom lay-out and ample storage has enabled
  staff to provide an uncluttered and purposeful
  working environment.
• During times of stress pupils request time in a
  favoured space, thus having some control over
  their own behaviour.
• Aura of calm and a sense of well-being.

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Continued .

• The respect, value and high expectation of the
  pupils has resulted in a dramatic decrease in the
  amount of damage to property.
• Clear views and easy access to the outside areas
  has greatly reduced the need for pupils to resort
  to other measures in order to see or be outside.
• Enhanced social opportunities.
• There is a greater sense of community and
  inclusion throughout the school, with pupils,
  staff and parents joining together to plan and
  participate in whole school events and
  activities.
• An excellent building promotes the delivery of a
  Curriculum for Excellence.

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The Scottish Society for Autism Design
Principles

• Learning to live with an ASC Establish
  environments which provide-
• Lifelong education and training in all aspects
  of daily living
• Enhance personal skills, communication skills
  and support to make informed choices
• Person centred support , individually focussed
  impact of ASC
• Opportunities for every individual to access and
  use local community facilities and services.

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The Scottish Society for Autism Design
Principles

• Achieve goals by-
• Focus on assessment understanding the impact of
  the ASC
• Person centred programmes based on assessment
  outcomes
• Directly supporting individuals regularly
  reviewing development and future needs
• Developing and supporting well trained
  knowledgeable staff team to provide direct
  support to facilitate the use of local resources.

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Kudos Innovations

• LAYOUT
• STRUCTURE
• PRESENTATION.

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InclusionHow do you get yours?A spectrum
condition a spectrum of responses

• Somewhere to be
• Something to do
• Someone to be with
• Making a contribution

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The Scottish Society for Autism

• Difference
• Differentiation
• Design
• Inclusive lifestyles

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Contact us
The Scottish Society for Autism

• John McDonald
• Chief Executive
• Hilton House,
• Whins Road,
• Alloa
• Clackmannanshire
• FK10 3SA
• Telephone [phone]
• Fax [phone]
• email autism_at_autism-in-scotland.org.uk