Support remote learning (autism)

It is important to acknowledge that pre-engagement work might need to be carried out to support CYPs to participate with remote home learning. Adopting relational approaches may need to be a key focus, initially the aim may be for the CYP to feel regulated and to begin exploring use of equipment before any expectation is placed on them to engage remotely with academic learning tasks. If CYPs are finding it difficult to engage (due to possible anxiety, sensory processing or learning differences).

5 Tips to support pre-engagement work:

• Using joint interests as an engagement starter (which may not be a two-way conversation initially) for example: if the pupil enjoys football perhaps you could briefly watch a clip together, listen to a favourite piece of music, or if a pupil enjoys a particular book or topic the adult may comment on the pictures, themes, read a few sentences of chapters. Depending on the child’s level of engagement, this may be the entirety of that session but identifying that these small steps can make a difference and facilitate progress
• Trusted and familiar adults from school to contact via email, pre-recorded messages, video, audio calls to let the CYP know that they are kept in mind but removing the expectation that they have to respond or that it has an ‘educational purpose’ (avoid questions, focus on comments and low demands). This could be a brief message from a member of the school team talking about their own day or forwarding photos of the classroom or key places (this will act as a reminder that school is a safe and positive place)
• Clear Expectations – Discuss differentiated home learning provision with the CYP and their family; considering how a gradual engagement plan would look such as agreeing what lessons and subjects the pupil will try to attend and the number and duration. It may be helpful to have this information visually recorded (using photos, symbols or written form) as this provides concrete facts with a clear start and finish to tasks (for some young people this may be essential as the boundaries between home life and school are less obvious as they are currently learning at home
• Making a Timetable or plan (forward to the CYP before sessions), possibly creating an opportunity for checking in with T.A 1-1 on an individual basis (pre-teaching) prior to joining whole class session as well as additional time after lessons to check understanding. Having a task planner displayed and shared on screen to regularly reference to may also be beneficial
• Consider environmental factors when delivering lessons virtually, such as ensuring there is adequate lighting (no glare), audio settings are working effectively and background noise is minimised. CYPs with C and I needs can find non-verbal cues such as facial expressions, tone of voice and body language difficult to read or interpret, therefore be mindful that they are able to clearly see you on screen

5 tips to maintain engagement:

• Establishing some ground rules for online learning (individual, whole class), what can be discussed within these forums and the various functions that could be used such as utilising the ‘hand up’ option for sharing ideas and understanding that the teacher has control over ‘mute’ options
• Encouraging regulation activities before embarking on learning (emotionally and from a sensory perspective) such as breathing exercises, mediation, yoga or ‘proprioceptive’ tasks’.
• Offering praise – Using reward charts or working towards boards according to individual needs and interests. This will need to be explicitly implemented beforehand so that the pupil has a clear understanding of what is expected of them to complete a task (success criteria)
• Alternative recording methods – Ways that CYPs can record and provide evidence of their work for example if the student prefers to record their work on paper rather than on screen (typing), could a photograph be taken to demonstrate their understanding instead?
• Narrative supports to help prepare the CYP to manage unpredictable situations such as when there is ‘poor internet connectivity’, difficulties during class discussions such as effective turn taking

Additional factors to consider:

• Minimising background clutter when delivering lessons online to support the CYP to attend to the speaker and topic
• Reassuring the CYP that they can use alternative ways to communicate – speech (if comfortable), chat option, hand up facility, agree a nonverbal gesture, visual image, phrase to indicate when help is required
• Acknowledge that for some CYPs it may feel overwhelming and or uncomfortable seeing their own or others face displayed on the screen. Reassure and remind them that they can turn their video off to aid concentration and to alleviate anxiety
• Using key words, slow down speech (be aware of Blank language levels)
• Regularly checking the CYPs understanding of the task, avoid closed ended questions such as “does everyone understand?”
• Utilise option for break out rooms for 1-1 small group work
• Using visual supports (signing, photos, symbols) to supplement speech