We adopt a number of teaching methods to respond to the needs of each individual child and ensure that every child meets their full potential.
The TEACCH (Treatment and Education of Autistic and related Communication Children) method provides the child with structure and organization. This approach uses the concept of structured teaching with these forms: physical structure, daily schedules, work systems and routines.
Integration & Mainstreaming
The aim of our integration programme is to fully integrate the children into mainstream education where appropriate. The child’s suitability will determine the type of mainstream provided.
The children from the orchard classes are also included in all school events such as our weekly assembly, school tours, sports day, and any other social or educational activities that occur throughout the year
The Buddy System
The role of the buddy system is to encourage the mainstream children and the children with autism to play together; the buddy system is used as a teaching aid in teaching children with autism how to play with other children. Reverse integration also occurs where some mainstream children come to play in the orchard classes.
Picture Exchange Communication System (PECS)
In the picture exchange communication system, children are taught to communicate a need by exchanging an image, helping to enhance the child’s communication abilities and understanding of the function of communication.
This approach to education is a process that helps children learn in their own way and at their own pace, promoting the joy of learning.
The sign allows the non-verbal child the functional means to express him/herself and communicate effectively with others.
Applied Behaviour Analysis (ABA)
ABA can be used with children on the autistic spectrum to decrease inappropriate behaviours and to teach compliance skills. Discrete trial training refers to the way in which ABA is used to teach children with autism. Tasks are broken down into smaller units and taught separately. The trial starts with the teacher’s instructions and ends with the teacher’s response to the child’s behaviour. The child is reinforced when the correct behaviour occurs. This encourages the child to learn and to repeat the desired behaviour.
Individual Educational Plans (IEPS)
This document shows the educational targets to be met by the child. The teacher prepares an IEP which is agreed with the parents.
Children with autism have a great need for structure; with a concrete schedule for the child this provides structure and predictability.
The work systems are used where children can work independently, this system helps the child to organise themselves systematically and to help them understand how to complete their tasks.