Staff knowledge and understanding

Teachers take into account the impact which unmet social communication needs may have on pupils’ emotional wellbeing and learning, and appropriate support is provided when needed.

Teachers use of positive reinforcement is differentiated to take into account the pupil’s social communication needs.

Teachers understand that pupils with Autism often have an uneven profile of abilities and that their performance can vary depending on the context (AET, Core Competencies, IP3).

Teachers can list other conditions which often co-occur with social communication difficulties and Autism and are aware the impact of these conditions may have on pupils (AET, Core Competences, IP5).

Teachers know that pupils with social communication needs are likely to experience high levels of stress and anxiety and can identify the early signs of this occurring and the likely triggers (AET, Core Competencies, IP6).

Teachers know that pupils with Autism often have disturbed and erratic eating, sleeping and toileting routines which have significant effects on their physical well-being and may affect their actions and learning (AET, Core Competencies, IP4).

Teacher broaden their perspective on Autism by reading or listening to accounts from people with Autism and parents and other family members (AET, Core Competencies, IP8).

Teachers understand the important of listening to the voice of the pupil and identify strategies to ensure that communication systems are not just used to inform and instruct (AET, Core Competencies, BR 1).

Teachers know that pupils with Autism are much more likely to be teased and bullied and take steps to prevent and manage bullying (AET, Core Competencies, BR5).

Teachers are aware of the named member of staff (Autism Champion/SENCo) who is responsible for providing general information about social communication needs and information about specific children (AET, Core Competencies BR8).

Teacher are aware of the importance of building on strengths and interests to motivate and encourage pupils with social communication difficulties (including Autism) in their learning (AET, Core Competencies, C&L1).

Teachers have knowledge of alternative forms of communication, other than speech (e.g. objects, photos, symbols, pictures) and how a pupil may benefit from being taught to use them (AET, Core Competencies, EE5).

Teachers understand that providing enabling environments through making reasonable adjustments is a statutory obligation in disability law (AET, Core Competencies, EE8).