What is Autism ?
Autism is a perplexing lifelong developmental disorder. The condition impairs the natural instinct to communicate and form relationships. Autism often means withdrawal and isolation by and of the child. The degree to which the child is affected can vary dramatically.
The following are common characteristics,
- Difficulty with social relationships.
- Difficulty with verbal and non verbal communication.
- Lack of imagination and empathy.
- Resistance to change in routine.
- Repetitive behaviour.
- Sensory impairment.
These characteristics are often combined with challenging behaviours that relate to the inability to understand and/or frustration at not being able to communicate effectively. For those with autism everything in the world can seem frightening and confusing, and even the most basic skills must be taught. The effectiveness of education lies in breaking down tasks into small steps with opportunities for learning and generalisation of skills, with communication at the heart of learning and teaching process.
What is the Pyramid Approach ?
The Pyramid Approach to education has been created by Dr A Bondy and is based on two learning elements.
- Instructional; Using Applied Behaviour Analysis to provide a foundation for positive growth.
- Structural; Focusing on functional activities & communication, powerful reinforces & behavioural plans.
The systematic approach allows educators to individualise each child's learning to maximum effectiveness. Functional communication allows students to access education they would be unable to in the "normal" way. This includes the picture exchange communication system, modified & picture supported speech, signing and gestural non-verbal prompts. All individualised to meet the needs of students.
What is Applied Behaviour Analysis ?
Applied Behaviour Analysis employs methods based on scientific principals of behaviour to build socially useful repertoires and reduce problematic ones.
It focuses on teaching small measurable units of behaviour systematically. Appropriate responses are followed by effective reinforces often specific to each student. Problematic responses such as tantrums, self injury & withdrawal are explicitly not reinforced which requires systematic analysis to determine the function of the behaviour for the individual student. The key to success for the students involved lies in the use of small steps, over learning and generalisation of skills into natural settings.
Why do we need a Behavioural School ?
Children diagnosed with autism need structured and specialised development of the national curriculum that is communication rich and provides functional behavioural models and outcomes. Whilst the range of individuals diagnosed with autism or on the autistic spectrum grows ever larger many of those diagnosed can access the exisiting education framework.
However, for many of those children who have complicated and often severe communication difficulties they require very specific support in order that they thrive and have the opportunity to be as independent as possible.
This is the area The Island Project wants to address. By providing a behavioural school we believe we can make a difference not only to those children and young people supported by the school as well as their families but indeed the wider community benefits.
Independence through communication allows individuals to grow to offer more to their community and in the longer term reduce the burden on society as a whole.
In the past research has shown that up to 50% of adults diagnosed with autism had no functional communication skills, this is not acceptable today or in the future . . with your help we can make a difference in our area.