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
6.5 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. The standards also link to the AET schools autism competency framework, the SEND code of practice and the Ofsted framework.
The 2016 edition of the standards have been developed by Genium for the AET in consultation with a range of partners. The development team include Project manager: Martin Kerem, Core authors: Mary Daly, Annette English and Allie O’Brien.
The original standards were 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.
Both versions of the standards were piloted across a range of schools and settings.
Revised version – Daly, M., English, A. and O’Brien. (2016) AET schools autism standards.
London: Autism Education Trust
Original version – Jones, G., Baker, L., English, A., Lacey, P., Lyn-Cook, L. and Robertson, C. (2012) AET National Autism Standards.
London: Autism Education Trust