This powerpoint was created to help celebrate neurodiversity week. It was effective in building a more positive view of disability amongst neurodiverse and neurotypical students and staff.
This powerpoint is designed to give reassurance to learners who are feeling anxious on their first day of college. It was designed with autistic learners in mind but would work for others with anxiety and barriers to learning.
The document can be edited to insert names of specific staff in departments. Some learners may benefit from including photographs too.
Here is a powerpoint, with activities that help to illustrate that behaviour that challenges us is actually trying to communicate with us. It may not be doing it in the best way possible but it is trying to say something, perhaps “I can’t cope”, “Leave me alone” or “stop”.
The powerpoint is accompanied by the stress bucket worksheet. If you are not aware of the stress bucket, it is explained nicely here. https://youtu.be/1KYC5SsJjx8
The powerpoint is also accompanied by the ‘behaviour analysis cards’. Both of which can be used independently. The cards with red arrows indicate possible triggers for challengeing behaviour, The speech bubbles provide suggestions as to what the behaviour may be ‘saying’ and the cards with green arrows provide suggestions as to what we or the individual can do to manage challenges more successfully.
This powerpoint provides an explanation of Comic strip conversations.
Their key functions are:
Visually working through a problem and identifying solutions
Systematically identifying what people say and do
Emphasising what people may be thinking
May provide insight into someone’s perspective of a situation
Excellent prerequisite to a social storyTM
Illustration of social skills which are abstract or difficult to understand
Their rationale is:
Visualisation and visual supports are useful for structuring learning and showing how individual components connect and interact
Useful for improving comprehension around conversation
Understanding other thoughts and feelings is just as important as understanding their words and actions.
I have been working with an autistic young man who loves the rock band Kiss and wants to work as a holiday entertainer hundreds of miles away from home. To date, he has struggled to appreciate that £92 per day is a bit too much to spend on train tickets and that he wouldn’t get employed to just sing Kiss songs. I have turned the situation into an opportunity to learn more about making informed decisions and employability skills, amongst other things.
As the resource was really effective in helping him to make informed decisions I felt I would share it. It also serves as a useful activity to look at skills matching, job searches, employability vocabulary and so on. I recommend editing the adverts to suit the interests and skills of different group members.
The following pages provide a timeline of key events and attitudes related to disability and education from the 1760s through the years to the SEND Code of practice in 2014.
The resource has been designed to get participants thinking about perceptions of disability through time. Each participant has a page to work from (12 pages available). They should use the prompts provided in the footer to make notes.
They should then contribute in turn to a group discussion, starting with the oldest page, leading up to the present day, making comparisons and observations on each other’s time periods.
• Has any language surprised you?
• At what point was inclusive education getting on the right track?
• Is education ahead of society or the other way around?
• Which disabilities are understood best?
• Which disabilities are least understood? Why might this be?
• When were people with learning disabilities considered teachable?
• What do you think about the sterilisation proposals
• Consider how parents would feel if they had a child with a disability
• Consider how self-esteem may be effected by societies attitudes
• What are the advantages and disadvantages of special schools?
• What are the advantages and disadvantages of seeking inclusion in mainstream?
• Is true inclusion possible?
• Have we now achieved best practice in terms of inclusion?
• Describe a perfectly inclusive classroom / learning environment / school.
This resource was inspired by the Inside Out film and has been used to help autistic learners label, make sense of and respond to their own and others emotions.
It links to PSHE relationships, interpersonal skills, communication, emotional literacy, reflection and much more.
This can be used with the Behaviour is Communication powerpoint as part of a staff development activity or with an individual who maybe feeling overwhelmed with life.
The stress bucket provides a visual representation of every day and underlying challenges we face, how resilient we are, what coping strategies we have and what happens when the power of the stressors outway the power of the coping strategies. (The bucket spills over).
I have used successfully on a number of occassions, to help young people who are autistic, have ADHD, have anxiety or are neurotypical. It helps illustrate why they might be losing their temper, avoiding situations or feeling overwhelmed. It helps illustrate when someone needs to spend more time on their coping strategies or self care such as exercise, music, time with pets and so on.
Here’s a video I use with some young people to explain the stress bucket. If this is quite advanced, I do a simplified version by hand on the white board.
I hope you find the stress bucket as useful as I have.
Please note, the blue stress bucket image for illustration purposes is taken from Google images and is not my work or included in the download.
This powerpoint presentation provides a list of famous people who are thought to be autistic. This has been used as printed cards for discussion when helping individuals to understand autism and feel more empowered regarding their diagnosis.
This document guides learners through the importance of getting email etiquette right, how to structure an email and how to proof read their written work.
Learners are then asked to attempt a previous exam question on writing formal email and check their work using a proof reading checklist and the Eexcel / Pearsons marking criteria.
The document has gathered information from other sources which are referenced accordingly.
Designed to be used by level 1 functional skills learners.
This powerpoint guides users through a lesson to help young children understand that people have different needs and how it is right and fair to accommodate them. Ideal for exploring diversity, disability, autism and the paralympics.
One of the main characters features Stephen Wiltshire (the human camera) as child. It would be a valuable activity to watch videos of him on youtube . This would help explore that we all have different strengths and weaknesses.
This resource was developed by Spectrum Savvy to help build peer relationships and tolerance where autistic learners were being misunderstood in mainstream. If you would like Nicola at Spectrum Savvy to deliver this session or similar to your setting, visit www.spectrumsavvy.co.uk,
This activity was developed when working on employability skills and identifying that many learners were unaware and / or unable to say what they were good at. Many learners also struggled to engage with peers outside of their friendship group.
The activity encourages positive interaction between learners, makes it easier to discuss personal strengths, and if done effectively, nurtures positive self esteem.
The activity consists of a range of 12 editible ‘bingo cards’. Instructions are below and included in the word document.
You will need
One bingo sheet per learner (there are 12 different cards provided, so you may need to print more than one set).
One pen per learner
Invite learners to verbally contribute a range of skills we use in school / college, especially those that will also apply in the work place.
Discuss the difficulties we often have in identifying and verbalising our own skills. E.g. We are taught not to show off, so it feels uncomfortable doing what might be seen as boasting.
Explain that in preparing for employment (CV writing, application forms and interviews) we need to gain an understanding of our own strengths and weaknesses and then be able to explain them to others.
**Teacher Demonstration: **
• Pick one skill listed in the 3x3 table. Look around the class for someone who has that skill.
• Approach the learner and tell them “I think you have this skill, because…”
• Ask the learner to sign their name in the relevant box on your sheet.
• Ask the learner to record the same skill in the 3x2 table at the bottom of their page. They have now “collected a skill / compliment”.
Learners should now do the same, mixing with others in the group, paying them compliments by telling them what skills they have noticed.
Each learner records the skills they have collected, potentially building confidence and self-awareness.
• Promote positive relationship building, build confidence by getting each learner noticed and encourage social etiquette in responding to compliments.
• Encourage participation, aiming for the first to get 3 in a row, full house etc.
• If some learners are not getting matches, lead the activity by reading out (or thinking of your own) skills and giving all learners the chance to claim them.
The activity continues until one person has 6-9 different names on their sheet and all learners have 6 of their own skills identified.
Extension activity: Develop employability vocabulary e.g. Do you know a better word for “being on time?”
Follow up activity: Start or build on own CV by downloading and editing a skills-based-cv-template.
This action plan has been developed to help a learner and his tutor when discussing how he should be meeting the expectations of his Further Education study programme.
Inexperience can cause a tutor to set targets and expectations without consideration of the barriers a learner experiences. This leads to repeated ‘failure’, frustration and lack of confidence.
A learner will continue to miss deadlines if there is no consideration of his difficulty with executive functionning such as inability to plan, prioritise or remember to write tasks down for example.
This action plan includes additional steps to help tutors and learners get closer to the root cause of problems so that success is more likely.
The RAG review will help learners to see their own progress e.g. I was ‘red’ last week, but I am ‘amber’ now. Green now feels more acheiveable.
This document guides staff though a reflective and analytical process when an individual has displayed behaviour perceived to be challenging. It seeks to support staff in exploring the reasons ‘challenging behaviour’ occurs and to promote reflective practice around education and support. The aim is to assist staff in understanding and meeting an individual’s needs so that challenging behaviour reduces. Those completing the process should consider the following key questions throughout the process:
• Was the individual seeking to escape a situation they were not ‘ready for’?
• Were the supposed consequences something they were actually seeking? e.g. Individual is put in ‘isolation’ but this may be relief to them if they are feeling social overwhelmed. Could this lead to the behaviour being repeated?
• Can more be done to teach coping, assertiveness and communication strategies to replace the challenging behaviour?
• Do staff consistently demonstrate a good understanding of an individual’s needs?
• Are opportunities to share good inclusive practice maximised?
This is a lesson plan for a 20 minute microteach on the subject of socially appropriate behaviour for increasing independence. For example, if we are hygienic we will be given more responsibility on our work placement. If we are cautious what information we give away to strangers we will be able to spend more time at the shops etc without supervision and guidance.
There are resources to accompany this lesson plan.
This resource is designed to help learners explore barriers to becoming more independent.
The resource consists of case studies and a page of visual prompts to be considered as possible ways to break down barriers to independence. E.g. role playing an activity before doing it for real or using google images to plan a route to an unfamiliar place. Both effective ways to reduce anxiety levels.
Learners are required to consider up to four basic cases studies and offer advice from the options provided. Advice can be different forms depending on the level of the learner e.g. Learners can illustrate the advice, using sheet 2 as guidance, they can copy the label of the advice or they can form their own sentence(s) inspired by the options provided.
The activity can be used with the key words for independence to embed literacy skills.
Equality Impact Assessments focused on fairness, access and inclusion. They help us to consider a policy, service or process in terms of how it might affect different groups protected in law. This EIA proforma places more emphasis on disability, prompting consideration of reasonable adjustments thus further supporting your compliance with the Equality Act 2010.