Education

For decades, more emphasis was

placed on early intervention (EI) in
autism than any other life phase. It
was hoped that EI programmes
would be so effective that more
children would move into
mainstream school without the
need for extra support.
Today, we know that while early
intervention is very important a
specialist approach at all ages
and stages is needed when
educating children on the autism
spectrum including in
mainstream schools.
The time between adolescence
and young adulthood is a
particular pivot point, the life stage
when personal goals are set and
met, and adult futures begin. Its
fantastic that this crucial period is

Dr Mitzi Waltz is an
associate lecturer in
autism studies at the
Autism Centre of
Sheffield Hallam

now getting the attention it

deserves. For example, at
Ambitious about Autisms new
Ambitious College in London,
personalised study plans focus on
getting students into further
education, work, and participation
in family and community life.
Aware of the low number of
autistic adults in full-time, paid
employment and living
independent lives, the programme
employs a number of innovative

University, as well
as an autism and
disability consultant

Its fantastic
that this crucial
period is getting the
attention it deserves

features that connect students with

the world of work and adult life.
These measures include a
transition programme that moves
them closer to independent living
through skills practice and
carefully tailored experiences.
Co-located with Barnet and
Southgate College, a mainstream
school, Ambitious College ensures
students are part of the wider
community. They are not living
separate, invisible lives in the
special school on the hill, the kind
of perceived isolation with which
many older special schools struggle.
Children with autism in
mainstream provisions also
sometimes miss out on community
inclusion, such as playing sport or
joining clubs, because the

Ryans designs on a dream job come true

Among the stories we hear about difficulties in the transition from adolescence
to adult life there are successes that can inspire us. One of these is Ryan
Medlock, who has landed a dream job as an illustrator. By Lorna Strong

Almost an adult
How can we help our children to make discernible
progress during adolescence? Dr Mitzi Waltz looks at
pioneering strategies that are being used to improve
outcomes for autistic learners at secondary schools

Ryan Medlock is a talented illustrator who

also happens to have autism. Now, thanks
to Surrey Choices, a service that helps
people with disabilities to find
employment, he has been able to work
doing what he loves.
Despite holding a first class honours
degree in illustration and a masters
degree in childrens book illustration,
Ryan had struggled to find work for years
after graduating. But since being referred
to Surrey Choices EmployAbility service,
he has found work that enables him to
make use of his talents.
EmployAbilityis a dedicated service
that helps adults with
autism or a learning,
physicalor sensory
disability to find work
placements, training,
volunteer
opportunities and paid
work. The service has
helped Ryan to secure
various pieces of work as a
freelance illustrator,
including a spell with
website design firm
Thunderbolt Digital. The
30-year-old has lately been
working as a freelance
illustrator for Surrey
Choices, creating a series of
animations for an activities
www.autismeye.com

programme for younger people. Jessica

Williams, an EmployAbility employment
support officer, says she has taken great
satisfaction in being able to help Ryan
achieve his ambitions: Ryan had been
out of work for a long time after
graduating and it was largely down to his
autism, she says. He was referred to us
via his adult social care practitioner, who
recognised that we might be able to help.
Ive been able to work with him over the
past year to help him secure paid
freelance employment.
Jessica says that while Ryan was a
talented illustrator, his autism meant that
he sometimes needed
help communicating
with his employers.
I attend meetings with
him and write up notes
to ensure he understands
what has been asked of
him, she says. We have
also been able to help him
to attend a job club,
which has been a
massive achievement for
him as he doesnt always
like being in a room full
of people.
Our aim at the
EmployAbility service is to
gradually step back once
people have found work

At work: Ryan Medlock doing what he

loves and, left, one of his illustrations
and are comfortable with their jobs.
Ultimately, we hope to empower them
enough to allow them to do their jobs with
minimal input from us although were
always here as and when needed.
It has been incredibly satisfying to
help Ryan. Its great to see him happy
and enjoying a job hes always dreamed
of doing and getting paid for it, too,
she adds.
Ryans parents, Pete & Michelle
Medlock, say that Ryan had used
illustration from a very young age as a way
of expressing himself. His new role had
given his self-confidence a huge boost
and they were proud parents.
Simon Laker, Surrey Choices
managing director, adds: Ryans story is
a timely example of how, with the right
kind of help and support, people no longer
have to be defined by their disabilities. He
has undertaken some excellent work for
us hes clearly very talented and Im sure
he will continue to do well in the future.
Au t i s m | e y e I s s u e 1 8 2 0 1 5 25

Education

Positive relationships,
positive futures

Fascination: a
student being
taught through
the use of new
technology at
Ambitious
College

Our students are all about

building positive relationships
and creating positive futures
The TCES Group has three schools, across
London and Essex, all of which have an autism
provision and are rated Outstanding or Good
with Outstanding Standards by Ofsted

schools focus for these students

is on academic attainment. Offpremises activities can be key
motivators for improving school
attendance and engagement,
however, so parents may need to
push for them.

High-tech support

Find out more and make a choice

Call our referrals team on:
0845 872 5460 /
020 8543 7878 (#3)
www.tces.org.uk
@tcesgroup

Like most other young people,

many learners with autism are
fascinated by technology. Apps
that help them manage things on
their own and computer-based
instruction can be well accepted
and helpful.
Its almost hard to remember
how we did teach our most
concrete visual learners before
wewere able touse video footage
with such ease, says Caroline
Bell, principal of Sunfield School in
Stourbridge, West Midlands.
New forms of technology, and
www.autismeye.com

New forms
of technology,
and social media in
particular, offer
great opportunities
for learning and
communication
social media in particular, offer
some great opportunities for
learning and communication for
young people on the autistic
spectrum but only if we enable
them to stay safe online, she
adds. We take this responsibility
very seriously and offer courses in
digital citizenship, as well as
providing safe access to Sunfields
own version of YouTube [providing

access to vetted video clips] and

Facebook to students who are not
quite ready for the real thing.
Technology is also extending
the ability of non-verbal students
and those who struggle with
verbal communication. At
Ambitious College, alternative and
augmentative communication
devices are a key part of the
package for supporting
communication. Autism-focused
apps have proliferated, and one
advantage of these when working
with teens is that they can be used
without other young people
noticing it just looks like youre
playing with your phone, as
typically developing peers do.
One example of an interesting
app is the Brain in Hand project,
which quite a few UK secondary
schools, sixth form colleges and
support providers, such as the
Au t i s m | e y e I s s u e 1 8 2 0 1 5 27

Education
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complex additional needs. This

may involve engaging in Intensive
Interaction and early
developmental play one minute,
and then giving them structured
choices about how to spend their
pocket money or allowance the
next, she says.
Its not just independent special
schools that are improving how
they work with adolescents who
have autism. Specialist educators
in the autism units of mainstream
schools and in state special
schools are also gaining a greater
understanding of key issues such
as personalised learning, transition
planning and individualised support.

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RESPITE, RESIDENTIAL CARE

& SUPPORTED LIVING
Brookdale Care has a range of support options for young adults
living with Autism and Learning Disabilities

FIND OUT HOW WE CAN HELP:

Find out what support options could be right
for you
Teach you to become more independent
See how you can use Individual Budgets to access
support

Set you on a care pathway to independent living

Help you to overcome your issues and anxieties
with help from Brookdales Psychologists, Speech
& Language Therapists, Occupational Therapists
and Psychiatrists.
Arrange for you to visit our care services

Dont assume
that the people
who work with your
child already know
about useful mines of
knowledge and ideas
Wirral Autistic Society, are trying
out with autistic learners and
service users as a way to handle
anxiety episodes. It uses a phone
app that can access cloud-based
data, including the individuals
personal schedule and pre-set
personal coping strategies. When
a Brain in Hand user encounters
an anxiety-provoking situation,
such as a cancelled train, they
can call on the system to remind
them of ways to handle it.
There is also an emergency call
feature built in that can connect

them with a support worker.

School sencos can set up and
manage the system, linking
students with support workers they
know and trust, and using
information from the app to
recognise problem situations.

Ability to judge
Bell says one of the most
important skills for parents and
educators of adolescents to
develop is the ability tojudge and
move seamlessly between when
the young person needs to
berecognised and respected as a
young adult, with the right and
desire to make meaningful
choices, and when they need a
level of reassurance, nurture and
support which reflects their
developmental age.
Gauging and responding to
disparate and changing needs
can be a tough call at Sunfield,
which specialises in working with
children who have autism and

Resources
l Brain in Hand project: http://braininhand.co.uk
l National Autistic Society (2014): Autism spectrum disorders: a resource pack for school staff, www.autism.org.uk/teacherpack
lN
 ational Autistic Society (2014): Top transition tips for secondary school teachers, www.autism.org.uk/working-with/education/
educational-professionals-in-schools/pupils-with-autism-in-your-school/top-transition-tips-for-secondary-teachers.aspx
lS
 urrey Choices offers day and community support services, supported employment and enhanced home living and support, training
and skills for independence across the county of Surrey: www.surreychoices.com

For more information 01707 646 646, info@brookdalecare.co.uk

or visit www.brookdalecare.co.uk

REAL CARE PATHWAYS; REAL OUTCOMES

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Help with
handling a
situation: the
Brain in Hand
phone app can
suggest ways
for the user to
cope with
episodes of
anxiety

The need for specialised

instruction in skills for
independence, such as travel
training, online safety, and sex
and relationships, is something
parents should talk to their
schools senco about well in
advance of a need emerging.
With learners who have autism,
new subjects take time and
patience: its best to approach
tricky issues before there is a
problem to address.
There is a great deal parents
can do to help any school move
forward. Supporting your child at
home with homework and
discussing adolescent issues such
as sex, relationships and fitting in
are important. Be sure to keep
clear lines of communication
between home and school, and let
staff know about any helpful
resources you find. You could
share information about relevant
conferences and training days, or
useful resources such as the
NASs resource packs on
transitions and smart teaching
strategies (see below). Dont
assume that the people who work
with your child already know about
these useful mines of knowledge
and ideas.

06/05/2015 15:47

www.autismeye.com

Au t i s m | e y e I s s u e 1 8 2 0 1 5 29