Glossary
Success in Partnership
Social
Communication
Needs
Social Communication refers to the way information or ideas
are shared between two or more individuals.
High- Functioning
Autistic Spectrum
Condition (ASC)
High- Functioning autism (HFA) is a term applied to people with
autism who are deemed to be cognitively "higher functioning"
(IQ>70) than other people with autism.
Aspergers
Syndrome
Asperger syndrome (AS), also known as Asperger disorder (AD)
or simply Aspergers, is an autism spectrum condition (ASC) that
is characterized by significant difficulties in social interaction
and nonverbal communication, alongside restricted and
repetitive patterns of behaviour and interests. It differs from
other autism spectrum disorders by its relative preservation of
linguistic and cognitive development.
Personalised
learning
Personalised Learning is the tailoring of teaching, curriculum
and learning environments to meet the needs and aspirations
of individual students
Inclusive education Inclusive education describes an education practice in which
students with special needs are incorporated into mainstream
classrooms or work experiences and in the broader community.
ICT
Information Communication Technology
Innovation
something new or different introduced
A
shley
S
chool
Sixth Form
The Vision
Ashley Sixth Form seeks to provide quality education for Post 16 students
in a caring, work centred environment. We will seek to be responsive to
the needs of individuals, educational establishments, employers and
the community as a whole.
The Sixth Form will specialise in placements for students with Social
Communication needs or an Autistic Spectrum Condition(ASC), who
are higher functioning but vulnerable in more typical mainstream
settings.
Consultative model Therapies or practice delivered under advice from a specialist.
TEACCH
approaches
Structured
teaching
approaches
for
communication needs. ttp://teacch.com/
SPELL approaches
A framework for a teaching approach. The acronym for this
framework is SPELL. SPELL stands for Structure, Positive, Empathy,
Low arousal, Links devised by the National Autistic Society.
autism
and
Micro transitions
Transitions within school e.g. moving between lessons.
Core curriculum
English, Mathematics and ICT
Triad of
impairments
Impairment in social communication skills, social interaction
skills and flexibility of thought.
Ashley will also provide the highest quality specialist education
that addresses the individual requirements of each student with
Social Communication Needs /High- Functioning Autism and
Aspergers Syndrome, so that their potential can be achieved
at each stage of their education and into adult life.
At the end of the study programme students will be better
prepared to move on to the next step in their
independence pathway, be that further education,
employment, supported accommodation or
independent living within the community.
The Mission
Ashley Sixth Form is committed to:
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Specialist Social Communication/ Higher Functioning ASC education.
Personalised learning
Inclusive education.
Information and Communication Technology (ICT) and innovation.
Continuous improvement.
High expectations of progress for students.
Working in partnership with other providers to allow students programmes of
study in a range of courses in order to broaden the student offer from a wide
range of subject specialists.
Ashley provides a safe and supportive environment with integrated facilities for
therapies, which are delivered on a consultative model. TEACCH and SPELL approaches
are adopted to support a structured approach to education.
Within this Post 16 environment students will:
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Follow a core curriculum of English, Maths and ICT.
Follow highly personalised programmes in Communication, Social Interaction
and Self Awareness, Flexibility of Thought , Behaviour and Sensory Issues that will
be drawn up to meet the Triad of Impairments. The Occupational Therapist and
Speech and Language Therapist input will underpin learning in this area.
Follow personalised programmes of study.
Explore their own experience of Social Communication Needs, Asperger’s
Syndrome and High-Functioning Autism and develop strategies for managing
their condition as part of their lives
Develop strategies for clear communication so that staff and other students
have a better understanding of their complexities.
Work towards and increase independent living skills.
Be empowered to make informed choices regarding their lifestyles.
Be advised and helped through career guidance to achieve their aspirations
and to identify progress and exit routes.
Be offered the opportunity for work experience.
The Staff will seek to support the emotional well-being, resilience and self-esteem of each
student and encourage positive self-image.
The Staff will promote student enjoyment and achievement, advocacy and autonomy so
that they can experience the best quality of life, both now and in the future.
Students will be given the skills understanding and knowledge in order to achieve the
highest level of independence and make a contribution to their family, the school and
the wider community.
As an aid to enhancing the performance and self-esteem of students we will ensure that
their achievements will be recognised by systems of celebration and of accreditation.
Teaching
The School delivers high quality teaching and specialist knowledge of High-Functioning
Autism Aspergers Syndrome and Social Communication Needs.
The School will create and sustain a professional learning environment for the needs of all
staff to ensure high quality teaching of the students.
The School, in partnership with a range of providers and outside agencies will deliver
quality assured programmes in order to enrich the learning experiences and outcomes
for all our students.
Quality of resources, education and high student achievement are central aims of the
School Development Plan.
To deliver its provision the Sixth Form will focus on:
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Supplementary Learning
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Therapy is an important part of the learning experience for young people with an Autistic
Spectrum Condition or Social Communication Needs. All students will be provided with
a social skills profile and will be encouraged to achieve the goals that are set in therapy.
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A person-centred transition plan will be drawn up for each student based on National
Autistic Society’s Transition Standards for both entry and exit. Micro Transition Plans will
also be drawn up to support the transition process within the school day.
Healthy life styles will be promoted and students will be supported in making healthy
choices in relation to all aspects of their lives.
Offering a core curriculum complimented by a broad range of subjects to
study.
High quality teaching and learning.
Specialist intervention programmes.
Student target setting and tracking.
Student assessment.
Student grouping.
Learning environments informed by specialist staff knowledge of sensory issues
and structured teaching.
Continued professional development of staff.
Celebration of achievement and accreditation.
Ashley School operates an ‘Open Door’ Policy for parents and carers.
To find out more information
www.ashleyschool.com/
about
the
Sixth
Form
visit
our
website
at