Transform Autism Education - Final Report

The Transform Autism Education (TAE) project focused on the domain of ‘good autism practice’ in the education of pupils with autism in the UK, Greece and Italy with the overall objectives to: • Research good autism practice in education. • Create professional development programmes in Greece and Italy. • Enhance the knowledge and practice of school staff. • Facilitate the inclusion of autistic children in primary schools in those countries. Funded by the European Commission through Erasmus Plus Key Action 2, Strategic Partnerships scheme, and led by Principal Investigator Dr. Karen Guldberg, the project involved a range of Greek, Italian and UK partners. It employed the Autism Education Trust (AET) collaborative training schemes in the UK as a founding model. While the requirements of each country were distinct, and so necessitated careful adaptations of the materials to their specific needs, what united all aspects of the project was a desire to improve the educational inclusion of autistic children, as well as their general experiences in school and their outcomes

An investigation into an interaction programme for children on the autistic spectrum: outcomes for children, perceptions of schools and a model for training

The objective of this study was to investigate a system of training designed by a Local Education Authority support service to promote interactive skill building with children on the autism spectrum. Using a case study approach, the study focused thematically upon outcomes for children, perceptions of schools regarding impact of the training programme and key features of the system of delivering training. Five schools (four primary mainstream and on primary special) which had completed training during a one-year period participated in the research. Data was gathered using multi-methods including questionnaires, semi-structured interviews and document scrutiny. Findings indicate a number of positive outcomes for children, including enhanced communication skills and the development of friendships with peers. The model of training was perceived to be effective by all participants, with a focus upon increased staff confidence in order to become trainer of other members of staff. The training model comprises a number of features essential to effectiveness, including the development of partnerships between all stakeholders. The model of training is seen as a system through which continuation of interaction techniques in schools is promoted, initially with input from a local authority specialist, and with the aims of independent continuation of the programme and practices. This case study reflects the ability of support services to identify innovative ways of providing services, underpinned by the notion of promoting inclusive practices: this holistic package of support could serve as a model for other types of interventions with children with a range of needs. Conclusions indicate that involvement of children as active participants at the inception of the programme should be considered: further research ought also to include the voices of children in order to seek insights into the perceptions of the programm