Autism Approaches

At Harry Watts Academy specialised approaches are used to support pupils’ individual learning needs.  A “Total Communication System” will be used with all pupils as required, including speech, symbols, communication boards, photographs, objects of reference and Makaton signing.

We recognise and respect all forms of communication. By combining a range of different methods, we are able to ensure pupils are able to engage in a meaningful way to them. Staff also model and use these communication methods themselves, to ensure pupils are able to participate in the school day using whichever communication method they prefer.

TEACCH strategies are used where appropriate and to meet individual needs to support the structure of lessons, scheduling and the layouts of classrooms. All classes have visual supports and timetables to aid understanding of concepts in lessons.

This helps to alleviate difficulties relating to receptive and/or expressive language difficulties; the need for familiarity; poor sequential memory; Inability to organise self and limit own behaviours; Hypersensitivity and distraction.

Intensive interaction is used to engage pupils in very early interactions with one other person. Is both highly social and mainly responsive in nature, rather than being directive, or goal or target orientated. The approach focuses on using the ‘Fundamentals of Communication’ as a means of establishing and developing improved social communication exchanges.

Attention Autism is implemented across the school. Attention Autism is an intervention model that aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. The primary objective is that the sessions are fun and “offer an irresistible invitation to learn”!

We recognise that our pupils can, for a variety of different reasons, have significant gaps in the knowledge or skills development and central to our curriculum is the acknowledgement that we have a duty to support pupils in addressing these gaps.

Regulation for Learning is key at Harry Watts. This includes Sensory and Emotional regulation, to ensure pupils are comfortable and ready to learn. We believe that regulation is fundamental to all aspects of development and therefore this underpins school life for all pupils. Pupils that have significant sensory needs, who need regular input, or who are at the very early stages of developing body awareness, will have a Sensory Plan that outlines what they need, how often, and how this can be implemented each day. 

SCERTS®

The SCERTS® Model is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children and persons with ASD and their families. SCERTS® focuses on building competence in Social Communication, Emotional Regulation and Transactional Support as the highest priorities that must be addressed in any program. It provides specific guidelines for helping a child become a competent and confident social communicator, while preventing problem behaviours that interfere with learning and the development of relationships. It also is designed to help families, educators and therapists work cooperatively as a team, in a carefully coordinated manner, to maximise progress in supporting a child. At HWA SCERTS is used to inform pupil’s EHCP targets to ensure they are meeting their autism specific needs. They are then reviewed throughout the academic year.