Autism and Complex Communication Needs
The team supports teachers and education professionals to meet the individual teaching, learning and wellbeing needs of autistic students in their educational setting.
The Autism and Complex Communication Needs team are qualified specialist teachers and specialist practitioners with vast experience of addressing the needs of autistic children and young people from early years to higher education.
Are you a school or setting who needs further support and guidance
Schools and settings can purchase support from our team; see below for further information on what is delivered as part of our traded offer or contact the team to discuss support and training requirements.
Complex Communication Needs Referral
Schools or settings wishing to make a referral should complete the online referral form below. Please note that actioning this referral relies on the school or setting commissioning the hours needed for the work. It is good practice to discuss the case with the CCN teacher (usually your assigned CCN teacher) before making the referral to ensure we are able to undertake the work and in a timescale that suits.
Meet the team
- Kate Akers - Specialist Practitioners
- Nicholas Appleton - Specialist Teacher
- Ray Barry - Specialist Teacher
- Emma Bone - Specialist Teacher
- Joanna Chandler - Specialist Practitioner
- Colin Esrich - Specialist Teacher
- Stephen Fessey - Specialist Teacher and Autism/ CCN Team Lead
- Gemma Halstead - Specialist Teacher and Autism/ CCN Team Lead
- Kate Hulls - Specialist Teacher
- Nicky James - Specialist Teacher
- Anne Seymour - Specialist Teacher
- Sarah Summers - Specialist Teacher
- Kimberly Turnbull - Specialist Teacher
Contact the Autism team on autism@ worcestershire.gov.uk or 01905 844328
Autism
Autism is a difference in how someone processes and interprets the world (and other people). Neurodiversity describes the variation of brain responses across all of the population, with some brains being 鈥渘eurodivergent鈥 (noticeably different from the neuromajority). Autistic individuals could be described as neurodivergent.
Autistic people may:
- find it hard to communicate and interact with other people
- find it hard to understand how other people think or feel
- find things like bright lights or loud noises overwhelming, stressful or uncomfortable
- get anxious or upset about unfamiliar situations and social events
- take longer to understand information
- do or think the same things over and over (NHS, 2023)
What you might see in an educational setting
Differences with communication and interaction
Communication is a two-way process, and it is important that adults supporting autistic children are aware that communication is not simply verbal or 鈥渘euromajority鈥. A key aspect of the diagnosis criteria for autism is that autistic children have a difference in how they perceive and understand non-verbal communication. Given that around 80% of typical interaction is nonverbal, it means that a significant amount of communication and 鈥渃lues鈥 to intent and purpose are lost/misunderstood by autistic children. Autistic children will often talk about 鈥渘ot getting鈥 social rules or the real intentions behind a person spoken communication. Some books written by autistic individuals emphasise this point of feeling 鈥渙utside鈥 of everyday social understanding (e.g., 鈥淢artian In The Playground鈥 by Clare Sainsbury). Children with autism present with differences in how they communicate and also how they interpret other people鈥檚 communication.
Autistic children can struggle to read and understand other鈥檚 perspectives, thoughts, and emotions. This might present in different ways, with children appearing seemingly rude, for example, or they may 鈥渙ver-read鈥 other people, leading to worry and anxiety. Many autistic children benefit from peers and adults being clearer in their thoughts and feelings and having the opportunity to practice interpreting them.
Differences and challenges maintaining friendships is a distinct part of the diagnosis criteria for autism and is a common area of difficulty for autistic children. Some autistic children might not struggle obviously in this area, whereas other present with challenges such as:
- having no friendships, although they would like them
- fixating on one particular friend
- believing they have a number of friendships when, in fact, the 鈥渇riendships鈥 are not reciprocal
- thinking they have no friends when they actually do, but cannot recognise this
How can school support with differences in communication and interaction
- role-play ways to initiate interaction (adult and peers to model desirable behaviour)
- start at the child鈥檚 level and move at their pace when trying to develop interaction
- allow some time to be solitary
- start a social skills programme, e.g., Socially Speaking or Talkabout
- explicit and consistent modelling of positive social interactions, e.g.: turn taking and sharing
- work on Theory of Mind (understanding that other people have different thoughts and feelings to your own) through specific Theory of Mind intervention packages, over-modelling your own thoughts and feelings and collaborative games that encourage children to consider other鈥檚 viewpoints
- be aware that language may be interpreted literally and modify language used. Ensure what you say is what you mean
- use positive direction rather than telling the child 鈥淒on鈥檛鈥.鈥 For example, 鈥淒on鈥檛 sit on the table鈥 would be 鈥淐ome and sit on the chair鈥 and 鈥淣o we are doing this now鈥 could be 鈥淵es, we can do that when we have finished this鈥
- keep facial expressions and gestures simple and clear
- allow quiet time where staff are not teaching; directing; talking
- arrange groups and classroom support flexibly to promote social interaction, language use and understanding.
- seating plans promote certainty and reassurance
- designated and pre-taught roles in group work
- learn table-top games such as board-games to encourage turn-taking skills
- teach some structured playground games
- use social stories to teach appropriate behaviour in specific situations and to assist in any areas of rigidity, e.g., perfection
- circle of Friends can be an effective strategy in improving peer understanding and support
- provide support during unstructured time such as appropriate and engaging clubs
Differences with processing information:
Autistic children often present with differences in Information Processing and, specifically, processing differences/difficulties around Receptive Language. Many autistic children will struggle with too much information and benefit from chunking of information, reduced instruction, and supportive visuals. Autistic children who are not supported in their Receptive Language processing may present as bored, off-task or disruptive.
Many studies show that autistic children have differences in their Executive Function as measured against 鈥渢ypical鈥 development. Autistic children will often need support and scaffolding around the key skills of Executive Function and may present with need in some or all of the following skills: Manage time, Pay attention, Switch focus, Plan and organize, Remember details, Do things based on your experience, Multitasking.
How can school support with differences in processing information
- use simple, minimal language, e.g., sit here (KISS 鈥 Keep It Short, Simple)
- give instructions calmly and with positive expectation
- say what you mean 鈥 try to be direct (but approachable) in your communication
- interact with a consistent, overt approach 鈥 try to be a predictable presence in the child鈥檚 life
- precede all instructions with the child鈥檚 name so that they are aware that they are included in the instruction
- ensure the instructions are given in the correct chronological sequence
- give instructions one at a time or in manageable chunks
- unless there is a real choice, direct rather than asking. For example, avoid asking, 鈥淲ould you like to read?鈥 or expect the answer 鈥渘o!鈥
- allow time for processing language. Up to 8 seconds may be required before the child is able to respond
- teacher explanation should be explicit and consistent. Schools should consider the function of a student鈥檚 behaviour (e.g., non-compliance as a difficulty with inflexible thinking).
- use visual cue cards and objects of reference
- reinforce verbal instructions with visual cues
- consider the use of 鈥榃ork to do鈥 and 鈥榃ork finished鈥 boxes
- use the child鈥檚 special interest positively
- adapt work as required, e.g., 鈥榞reen dot鈥 for go and 鈥榬ed dot鈥 for stop on hand-writing exercises
- an approach that incorporates routines, structured tasks, immediate reward systems.
- consistency within the classroom in terms of organisation, structure, routines, space and place with identified areas and routes.
- visual supports for tasks and/or personal organisation will be needed. This support may also be used to manage change e.g., visual timetables.
- now and Next Boards may be suitable
- Task Management Boards may be suitable
- individual workstation may be suitable
- use of IT such as a laptop (motor skills and engagement)
Differences with sensory perception and tolerance
Autism a neurological difference in how a person鈥檚 brain interacts with the world and this difference has an inevitable impact on a person鈥檚 sensory experience鈥 the information our senses receive from the world and send to the brain. Autistic children report differences in their sensory experience of school in all of the sense areas (e.g., noise, smell, visual etc.). Increasingly, research indicates that the sensory environment and sensory needs of individuals is a major reason as to whether a lesson or school placement is successful.
Children with sensory differences to the 鈥渢ypical鈥 experience may be under (hypo) or over (hyper) sensitive to particular sensory inputs, compared to the 鈥渢ypical鈥 average.
How can school support with differences in sensory perception and tolerance
- ensure the child is provided with a 鈥榮afe-haven鈥 (quiet area) to go to at break times and any other times of the day when 鈥榯ime-out 鈥榠s required
- environmental Sensory Audit and reasonable adjustments
- individual Sensory allowances (e.g.: ear defenders) as need dictates
- consider the environment, taking into account sensory issues and develop a plan; Adaptations and reasonable adjustments shared with ALL staff.
- plan time-out (when to go; where to go; who with; how long for; what to do; when to return) at times decided by staff and shown on a visual timetable so that the child does not reach 鈥榮ensory overload鈥
- consider introducing an individual workstation so that the child has its own space to complete work with minimal distraction. A visual timetable and all useful resources should be quickly to hand
- be aware that what might be considered a comforting touch by other children, may cause discomfort or even pain to a child with autism (e.g., hugs when upset)
- understand that the child may not be able to tolerate close proximity of others
- give the child 鈥楽ensory breaks鈥 and 鈥楤rain breaks鈥 when they are in or have been in a busy/noisy working environment
Useful Resources and links
- National Autistic Society
- Autism West Midlands
- Intensive interaction:
- National Autistic Society:
- Ambitious About Autism:
- Brain in Hand
- 澳门金算盘资料免费大全 OT and Paediatric therapy services have a useful YouTube channel with short videos on a range of topics:
- Umbrella Pathway Website (澳门金算盘资料免费大全 NHS Diagnostic route):
- Mental Health support for Young People:
- National Autistic Society:
- Autism West Midlands:
- SENDIASS for advice and support:
- Education and Early Years Services training Training and CPD | 澳门金算盘资料免费大全
Autism and Complex Communication Needs service level agreement
The Autism team can offer support and advice to help learners with autism or similarly presenting complex communication needs to achieve their full potential. We will support you to build the capacity of your setting to meet the individual needs of children and young people from Early Years to further or higher education. It is our preferred method to empower the setting 鈥 and individuals within it 鈥 to be able to continue our work beyond our direct involvement to build a setting鈥檚 capacity and to benefit further young people.
Work with children and young people includes:
- detailed report to identify need and strategies
- modelling specific strategies and resources
- transition support
- support with reintegration
- supporting with emotionally based school avoidance
- study, planning and organisation skills
- individual pupil sensory profiles
- one page profiles
- emotional regulation
- autism awareness mentor programme
- advice on adapting the curriculum
Developing whole-school autism provision:
- support to implement the graduated response
- school autism-friendly audit
- sensory audits
- emotional Literacy sessions
- evidence based approaches such as Lego based therapy, homunculi
- peer awareness
- development of lunchtime and after school clubs
- consultation approach to improving provision
- enabling family conversations
- parent workshops
- drop-in surgery
Our support is not limited to the solutions listed
Upon enquiry an adviser will recommend the hours required to address your specific concerns and ensure you get the best value from your SLA purchase. Schools can purchase bespoke time-based consultancy or packages of set hours. Purchase your services through our online store.
澳门金算盘资料免费大全 Autism Mentor (WAM)
The 澳门金算盘资料免费大全 Autism Mentor (WAM) programme enables a member of staff to become a mentor to children within the setting with autism.
Mentors will receive the training and support to effectively deliver an individualised programme of autism awareness to a pupil. This intervention is currently undertaken by a member of the Autism and CCN team and is among some of the most powerful and effective interventions that can improve the lives of young people with a diagnosis of autism. The 澳门金算盘资料免费大全 Autism Mentor (WAM) will be able to work with the pupil to support them with their understanding of how their diagnosis affects them.
Programme overview
- theory and practical training
- close support from the Autism and CCN team to deliver the first full individual support programme with a pupil
- ongoing support from the Autism and CCN team
- access to termly Mentor meetings, join a community of autism mentors for ongoing training and peer support
Programme details
Training will take place over set scheduled dates throughout the year in agreement with the school. Scheduled 90-minute Mentor meetings will take place 3 times throughout the year. Training and meeting dates will be published and available to book via .
The 澳门金算盘资料免费大全 Autism Mentor (WAM) programme is not to address specific difficulties, such as attendance or anxiety related responses. It is about opening the conversation around a diagnosis of autism in a gentle and supportive way; and arriving at outcomes that provide a basis for moving forward.
Autism training for staff
The increasing number of children and young people with autism presents challenges to staff at a time when resources are stretched and school leaders face many competing demands.
An understanding of autism in schools will improve the lives of children and young people on the autism spectrum.
Our highly experienced specialist teachers and practitioners can provide training on:
- autism awareness and understanding
- practical and strategic training for all
- levels of staff to support your school in meeting the needs of children and young people on the autism spectrum
- whole class strategies
- specific individualised strategies and interventions
We provide flexible, bespoke training to suit individual school needs. Training can be delivered as whole-day INSET or as twilight sessions.
To discuss your training needs
Contact the Autism and CCN team.
Email: Autism@worcestershire.gov.uk
Telephone: 01905 844328
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For more information on any of the services contact
Email: Autism@worcestershire.gov.uk
Telephone: 01905 844328