Coordination strategies - Module 5

3. ARTICULATION BETWEEN THE PRIMARY AND SECONDARY SCHOOL

3.3. Strategies for a warm and positive reception of new students in the secondary school

It is very important that all school community (teachers, technicians, staff, students) see the challenge and the benefit of acceptance of people with autism.

If the head master has a good knowledge of autism and a positive attitude towards inclusion of people with ASD he will promote a warm welcome to the new students and his example will foster the involvement of all the school population.

3.3.1. What the secondary school should do when the new student starts school

When a child starts in a new school, besides the information previously received, it is important that all people involved in the process of transition work together. 

  • Identification of leaders, adults and students, to help in the transition process by creating a team of “Welcome ambassadors”.

  • Primary school students are welcomed by the head master and teachers and will be informed about the rules and the functioning of the services, schedules and other important matters.

  • A guided tour of the facilities accompanied with their classmates.

  • Use tutoring by other students to promote relationships among colleagues from previous years.

  • Involve Parent Association in the welcome to families (students and parents/guardians) together with the school staff.

  • Create working groups involving the families towards the decision to be taken for school improvement.

  • Inform the family about the resources and partners available in the school community and in the wider community.

  • Raise awareness and provide knowledge on autism for teachers, tutors and technicians.

  • Give specific training for teachers and other school staff, in order to provide instruments that will help them to work with each student with autism according to his/her profile.

  • Create a support service and a safe space so the student with autism can relax whenever it is needed.

  • Give the student and family clear, colour coded timetable/schedules. They will have the opportunity to discuss daily activities avoiding increasing anxiety.


Additional strategies that may be useful

  • Identify, assess and focus on the student’s skills and areas wherever support will be needed in class.

  • Involve the family in developing and implementing a joint learning approach at home and in school.

  • Ask the family to give information on how to deal with any specific behaviours or obsessions. If visual supports such as PECS (Picture Exchange Communication System) or MAKATON have previously been used it could be necessary to have them available at school. 

  • When certain concepts like time concept are difficult for autistic learners, they can benefit from explicit visual cues or prompts to help them gauge the progress of the day and manage their time. For example, teachers can:

  • Give a verbal reminder or countdown,

  • Incorporate a timer into a task or using a clock.

  • Students with autism may have complex sensory issues regarding smelling, noises and lights in the school environment. Schools are responsible for making reasonable adjustments to help students feel more comfortable, for example allowing them: 

  • To use reassuring and familiar smells near them,

  • To use sunglasses or earplugs when they are sensitive to bright lights or noise,

  • Entering an area (e.g. canteen or assembly) earlier before noise builds up to help the students to cope with loud noises.

3.3.2. What can the family do when the student enters in the secondary school

  • Give familiar things to be close to your child so he or she can feel more secure.

  • Using visual supports to create a visual timetable can help the child to understand what is happening. 

  • Give the student praise for coping with the change and adapting to a new routine.   

  • Keep in regular contact with the staff that works with the child to know how she/he is progressing. If you notice that the school is not dealing with them appropriately, bring to the attention of the staff and arrange a meeting.  

  • Participate in the development of activities or school projects according to the family availability.