NCSE Report 2009 Parsons et al. 1.1 Matthew’s passport 1.2 Joe’s passport 1.3 Rocco My comprehensive school 1.4 Writing personal statements 2.1 pupil consultation form 2.2 John Simpson audio transcript IDP 2.3 Pupils’ views on school 3.1 Involving pupils in designing classrooms 3.2 The school that I’d like 3.6 Personal tutorials 4.1 Bullying and teasing 4.2 SEND bullying CDC briefing 4.3 B is for Bullied 5.1 NICE guidelines doc 5.2 Strategies for teaching pupils with PDA 5.3 Carlile A case study of a pupil with PDA 5.4 Moran paper attachment 5.5 Tourette syndrome: Key facts 5.6 Tourette syndrome: Education issues 5.7 Gascoigne paper on SCLN 5.8 What is dyslexia? 6.2 Moran Ideal self 6.3 Emotions keyring 6.4 Fitzpatrick 6.5 Emotional well being document 7.1 Autism Lens 8.1 Blackburn paper Ros 9.1 Objects of reference 10.1 Pupil voice 10.2 Pupil participation case study 11.2 Badge system for social interaction 12.2 Getting ready for secondary school 12.3 Moving class 12.4 Facing change 13.2 Finished at school 13.3 Pathway to work 13.4 Personal hygiene, puberty and sexual health document 15.1 How helping works 15.2 Home-school document 15.3 Parents’ views on school 15.4 Parent/carer consultation form 16.1 Role of the Lead Practitioner 16.2 Morewood et al. Mainstreaming autism paper 17.1 National Autism Plan for Children 17.2 SIGN Report 98 21.1 Clubb GAP paper 22.1 West Midlands Training framework 23.3 Structured conversations 24.3 Friendships programme 28.1 Johnston and Hatton paper 28.2 Group working: clear roles 29.1 QCA Exam arrangements for pupils with SEN 30.1 Adding meaning to communication 30.2 The confusing world of words 31.1 O’Neill Evaluating practice 31.2 McAteer effect of adult style 31.3 Deployment and effects of support staff 31.4 Practitioner views on what makes an effective school 31.5 Practitioner consultation form 31.6 What makes an effective practitioner? 33.1 John Simpson audio 1 34.3 Pupils’ views on break and lunch time 37.1 Sensory audit tool for environments 37.2 Sensory assessment checklist for pupils 37.3 Building design for autism 37.4 John Simpson audio 2 38.2 Earl GAP 11, 2, 35-45 39.1 Views of an autistic adult on staff and peer behaviour 39.2 Professionals’ views on staff qualities 39.3 Pupils’ views on staff 43.3 Beardon et al. paper
A set of standards from the AET, to enable educational settings to evaluate their practice in addressing the needs of pupils on the autism spectrum. The standards have been designed for use across all types of educational settings from mainstream to special and specialist, for pupils from the ages of 5 – 16 years, at all levels of ability. The standards mirror the categories established by the AET Training hubs materials. There are interactive links from the set of standards to resources that demonstrate how a school or provider might implement practice or policy (also found in the column on the left). The standards have been developed by the Autism Centre for Education and Research (ACER) at the University of Birmingham in collaboration with three local authority consultants with expertise in autism outreach and in developing standards for schools and educational settings. The team was led by Dr Glenys Jones from ACER, in collaboration with (given here in alphabetical order), Lesley Baker, Annette English, Dr. Penny Lacey, Linda Lyn-Cook and Christopher Robertson. The standards were piloted across a range of schools and settings.
Jones, G., Baker, L., English, A., Lacey, P., Lyn-Cook, L. and Robertson, C. (2012) AET National Autism Standards.
London: Autism Education Trust