4.4 Autism support, planning and monitoring

A key message highlighted through this module is that a diagnosis of autism is not the end of a journey in supporting an autistic learner; it can aid an ongoing process of support which will require planning and monitoring.

The principles of Curriculum for Excellence and the ‘Getting it right for every child’ approach place the child at the centre of all planning. Central to supporting pupils with autism is:

  • Planning to support emotional and social wellbeing.
  • Knowledgeable staff who can provide a flexible approach, reflect on their own teaching styles and adapt to their knowledge of the pupil.
  • Consistency from all staff, developing trust and reducing anxieties.

It is important that schools recognise that any adjustments made to support pupils with autism will potentially benefit all pupils.

Personalised support and planning

Recap: Section 2 highlighted

‘Many autistic learners may only require minimal levels of support in class. Their needs will be met by a small number of reasonable adjustments within an inclusive classroom environment. This might include providing a visual timetable to enable them to better understand the structure of their day. A smaller number of autistic learners will need a more personalised, tailored approach.’

Through Curriculum for Excellence, all children and young people should have frequent and regular opportunities to engage with an adult who knows them well and with whom they have a mutually trusting relationship to review and discuss their learning and progress. Cognisance must be given to the individual developmental needs of learners when staff plan and support this engagement. For Social and Language partners, different methods of establishing their preferences are required. This key member of staff has the holistic overview of the child or young person’s learning and personal development.

There are variations between local authorities regarding the number of stages within their process and their terminology used to describe planning documents. An overview using common terms is provided in the table below.

UniversalTargeted
Stages/levels examples 123
Examples of plans

Class planning

Personal learning plan (PLP)

Individual education plan (IEP)

Coordinated support plan (CSP)

Child's Plan

Personal learning planning (PLP)

Personalised learning is at the heart of supporting learning in which the learning environment is a crucial factor. Conversations about learning, reviewing progress and planning next steps are central to this process. All children and young people should be involved in personal learning planning (PLP).

Autistic learners (as are all learners) are entitled to have opportunities for achievement which focus on learning and progress made through activities across the full range of contexts and settings in which the curriculum is experienced. The 2017 Code of Practice says that children with additional support needs should be involved in their personal learning planning. It also says that, for many, this will be enough to meet their needs.

Individualised educational programme (IEP)

If a PLP does not enable sufficient planning to support an autistic learner, their PLP can be supported by an individualised educational programme (IEP). An IEP is a non-statutory document used to plan specific aspects of education for learners who need some of or their entire curriculum to be individualised. IEPs are usually provided when the curriculum planning required is to be ‘significantly’ different from the class curriculum. Involvement with group work or extraction for a number of sessions a week does not normally meet the criteria for an IEP.

Coordinated support plan (CSP) – targeted support

A CSP is the only statutory educational plan in Scotland. It is a legal document and aims to ensure that all the professionals, the child/young person and the parents/carers work together and are fully involved in the support. It was developed to help coordinate services for children or young people whose additional support needs:

  • arise from complex or multiple factors
  • have a significant adverse effect on their school education
  • are likely to last at least a year, and which require support to be provided by an education authority and at least one other non-education service or agency.

Child’s Plan – targeted support

In line with the Children and Young People Act 2014 and the ‘Getting it right for every child’ approach, many children and young people will now have a Child’s Plan. Child’s Plans are created if a child or young person needs some extra support to meet their wellbeing needs, such as access to mental health services or respite care or help from a range of different agencies. The Child’s Plan will contain information about:

  • why a child or young person needs support
  • the type of support they will need
  • how long they will need support and who should provide it.

All professionals working with the child would use the plan, which may include an IEP or a CSP. Where there is a Child’s Plan and targeted interventions to support a child or young person and parents, there will be a Lead Professional to coordinate that help.

Reporting

Educational reporting

Reporting ‘provides clear, positive and constructive feedback … [on] learning and progress’ to parents and learners and ‘creates an agenda for discussions … about their next steps in learning.'

(Building the Curriculum 5)

Staff supporting learners who require additional support are familiar with this kind of reporting whether for review meetings, evaluating plans and targets with learners, or as a report for parents or carers.

Curriculum planning and monitoring considerations

Intervention at all levels is managed in close collaboration with parents, allied health professionals (if there are signs that this is warranted) and others who may be able to give support either directly or indirectly. Where a collaborative plan of intervention requires to be developed, all parties involved may require meeting with parents/carers to ensure a common strategy for supporting the child. A record should be kept of any such meetings and retained with the paperwork for the Staged Process of Assessment and Intervention. 

Effective monitoring of autistic learners’ learning is essential to support their progress and positive experiences of learning. This will guide staff to use appropriate levels of assessment and inform their planning.

The information gathered throughout the assessment process and diagnostic conclusions should support the planning for the autistic learner’s next steps. This will require monitoring due to the changes and challenges which will occur as they grow, and their curriculum develops as both they and their peers develop. For example, the difficulties experienced in P6 may not be exactly the same in S3 – they may be harder or easier and other challenges may replace them.

Listed below are areas that help schools achieve effective planning for their autistic learners.

  • Participation of autistic learners and families incorporated in planning.
  • Consideration of autistic learners and families incorporated in planning.
  • Whole staff awareness of autism and inclusive practice.
  • Whole staff awareness and understanding of effective planning to support autistic learners – including professional and legislative duties.
  • Awareness of the impact of sensory environment in social areas.
  • Accurate profiling which identifies strengths as well as barriers to learning
  • Appropriate assessment and reporting procedures.
  • Forward planning for transitions – across the school and at times of personal changes.
  • Coordinated communication regarding pupils.
  • Collaborative partnership working with families and other agencies.
  • Effective self-evaluation of school ethos, policies and practices.

Activity 13

  1. Explore the reporting information on the Toolbox and consider yours and your establishment’s approach to reporting.
  2. In your Reflective Log, take note of:
    • a. How well are you ensuring that the factors are embedded into practice?
    • b. How is the effectiveness of these approaches evaluated?

4.3 Supporting learners – staged levels of intervention

4.5 Partnership working and roles