George Tancred Centre
- A Centre for Pupils with ASD
- The Sensory World of the Autistic Spectrum
- The Importance of Structure
- Language Acquisition and Development
- Social Skills
- Motor Skills
- The Team
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- Newsletters
- Curriculum Information
- Social and Communication Skills Programmes
- Advice Sessions & Workshops
- Parent Handbook
A Centre for Pupils with ASD
What is an autistic spectrum disorder?
An ASD is a complex developmental disability that affects the way a person communicates and relates to people around them. It is a life long disability.
The term autistic spectrum is used because the condition varies from person to person; some pupils also have accompanying learning difficulties, while others may have average or above intelligence. Asperger syndrome is a condition at the more able end of the spectrum. At the ‘less able' end of the spectrum is autism. Despite all of the wide ranging differences, everyone with the condition has difficulty with social interaction, communication, and flexibility of thinking and behaviour.
Every child with an ASD is different. Through knowing individual pupils well we can begin to understand and address these different needs.
Pupils attending the centre
The centre is a local education authority provision. Many pupils travel to school using the LEA transport service.
All pupils have a statement of special educational needs and an individual education plan (IEP). Pupils receive speech and language therapy (SALT). Some pupils receive occupational therapy (OT).
Planning incorporates SALT, OT and IEPs into the delivery of each curriculum subject whenever possible. Other professionals advise on programmes of learning to be incorporated into lesson plans.
In addition to autism, some pupils may have other developmental disorders such as Attention Deficit (Hyperactivity) Disorder, learning difficulties and dyslexia.
Inclusion opportunities
Wherever possible, pupils participate in activities with the mainstream school.
To enable pupils to learn and socialise with their mainstream peers, all pupils have an individual inclusion programme appropriate to their special needs attending at least one session a week in a mainstream class with the year group most suitable for their levels of learning and ability.
Mainstream pupils attend reverse integration sessions for literacy, numeracy and language and communication (social skills) programmes.Mainstream pupils can choose to visit the centre to play with pupils during break times.
