| Completion Date |
Project title |
Background |
Aim(s) |
Further info |
| TBC |
Building Bridges with Understanding: The acquisition of Practitioner Knowledge in relation to the management of support of children with Foetal Alcohol Syndrome and related disorders
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Foetal Alcohol Spectrum Disorders (FASD) is an umbrella term describing the range of birth defects that can occur in an individual whose mother drinks alcohol during pregnancy. Foetal alcohol exposure is the leading known cause of intellectual disability in the Western world. More than 6000 children are born each year in the UK with FASD which means 1 in 100 children born are affected. |
The aim of this project is to enhance practitioner knowledge and understanding of the issues pertaining to FASD and its implications for the child as a life long learner. It does not aim to equip practitioners diagnostically, but rather to give them a repertoire of early interventions to use when working with children they think may be affected by FASD. |
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| 2010 |
Visual Impairment and Autism |
The needs of children who have both visual impairment (VI) and autistic spectrum disorder (ASD) are poorly understood, and many staff working with these children would like additional guidance. There are few courses and publications which specifically address the needs of this group. Individual practitioners are left to develop their own practice, often relying on intuition and anecdotal reports. However, intuition is misleading when dealing with ASD. The VI/ASD dual disability has extremely low prevalence, making it particularly difficult for staff to gain experience, and to network with and learn from colleagues. |
The intention is to develop resources to provide practitioners with information about approaches and strategies that have been used successfully with these children, and a framework that will support decision making when planning for individual pupils. |
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| September 2009 |
Learning Environments for Children with Autism |
To date, much of the relevant research around environmental design has focused on living environments rather than on learning environments. An initial review of literature has indicated that there are three main avenues to focus on when developing optimal learning environments for children with profound ASD: the physical environment; the pedagogy and related resources utilised to teach lessons and structure classroom activities; and the teaching staff. |
The aim of this project is to develop an optimal learning environment for a predominantly Key Stage 4 (14–16 years) class group with severe learning disabilities and autistic spectrum disorders and the staff within their classroom so that the students can more effectively engage as learners. |
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| 2009 |
Comenius Project |
The objectives of Comenius are to enhance the quality and reinforce the European dimension of school education, in particular by encouraging trans-national cooperation between schools and contributing to improved professional development of staff directly involved in the school education sector, and to promote the learning of languages and intercultural awareness.
Students with special educational needs face specific limitations regarding language that hinder communication. Therefore, the teaching process must engage methods, techniques and programmes of alternative and augmentative communication. Theses pedagogical approaches will be compared measured and refined through the work of the partnership. |
The objectives of this particular project are to:
- increase the quantity and quality of meaningful interactions of students with their environment
- improve their social and communication skills
- improve their self-esteem
- iImprove their self-help skills
- motivate their interests
- enhance the integration of students in the social web
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| 2008 |
The Efficacy of Constant Time Delay and Errorless Learning in Teaching Practical Skills through Art Activities to Students with Autistic Spectrum Disorders and Severe Learning Disabilities |
There appears to be very little research carried out on the subject of art and design using Constant Time Delay and Errorless Learning for students with severe learning disabilities who are on the autistic spectrum. |
This research explores whether these methods can be utilised with Sunfield students to enable practical tasks and fine motor skills to be taught more effectively.
The researcher will also ascertain whether the approaches increase the levels of engagement in Art and Design for some Sunfield pupils. |
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| 2008 |
Impact of Exercise upon the Mental Health of Students at Sunfield |
Young people with autistic spectrum disorders are at a much higher risk of developing mental health problems than other young people. Recent research suggests that exercise therapy, appropriately supervised, could ameliorate mild or moderate depression. |
This research will consider the impact of exercise upon the mental health of students at Sunfield using retrospective case studies based upon documentary evidence. |
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| 2008 |
Zippy's Friends |
‘Zippy's Friends' 1 is a mainstream, primary, Personal, Social and Health Education (PSHE) resource, pioneered by the charity, Partnership for Children, that has been developed to teach six-and seven-year-old children daily coping skills while promoting their mental health and emotional well-being. It is being implemented successfully in over 11 countries worldwide.
Although the programme content met Sunfield's current whole-school, curriculum plans for PSHE, it was not accessible to the majority of students in terms of format, medium and developmental level. A pilot action research study was carried out with four classes from a range of key stages using the first module (‘Feelings') of Zippy's Friends. Following the successful pilot study, the whole school is now working with the programme, which is being adapted differently to reflect students' learning and age-related needs. |
The researchers are seeking to establish what students now ‘know', ‘understand' and ‘can do' that they did not before commencing work on the programme.
Funding is currently being sought to enable Sunfield and Partnership for Children to trial the adapted programme in other special schools. |
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| 2008 |
Developing a Model of Pedagogical Best Practice in the Use of Interactive Whiteboards for Children with Autism and Complex Learning Disabilities: Implications for Initial Teacher Training |
Interactive whiteboards are fast becoming established in schools as a valuable means of engaging pupils, and when used appropriately can have a positive and radical effect on teaching and learning. However, while there is a steadily growing literature on the use of interactive whiteboards in mainstream education, there has been little work done around their use in engaging pupils with autistic spectrum disorders (ASD), taking into consideration their sensory disruption, atypical learning styles, environmental needs and communication/social difficulties in the teaching strategies used. |
Identify strengths, weaknesses and best practice in the use of interactive whiteboards for pupils with ASD and learning disabilities, and make recommendations for optimised practice and adaptations within existing pedagogical approaches
Involve Initial Teacher Training students in research and increase the facility and confidence of all teaching staff – initial teacher training students, qualified teachers, teaching assistants – in using interactive whiteboards in the classroom with pupils with ASD
Develop one-day professional development training relating to the above. |
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| Dec 2008 |
“I’m going to be here long after you’ve gone” Sibling Perspectives of the Future |
Sunfield places a great deal of emphasis on including and supporting siblings of the students who reside at the school. By involving them in their brother or sister's life in childhood it is hoped that their relationship will strengthen and develop into adulthood when they often naturally become the advocate for their disabled sibling. This preparing for the future relies on understanding their individual perceptions of what the future may hold for them and their disabled sibling. |
Following on from preliminary sibling research, the project aims to identify the issues faced by teenage siblings about their own future and the role they will play in their disabled sibling's life. |
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| Oct 2008 |
A Cross Cultural Comparison of Teacher Perceptions of the Efficacy of the Sherborne@Sunfield Training Package in Supporting Practitioner Knowledge and Skill Acquisition to Enhance the Social Engagement of Children with Autistic Spectrum Disorders
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Sherborne Developmental Movement Programme was originally designed to meet the needs of children with learning disabilities, enabling them to develop body awareness, social interaction, communication and relationship building skills. In 2004 Sunfield obtained funding to explore the efficacy of this Programme in relation to the specific difficulties encountered by children with ASD.
Through the current funded research project, Japanese teachers will be trained in Sherborne Level I and the Sherborne@Sunfield Programme. They will then work with a cohort of students with autistic spectrum disorder for a period of six months. Their English counterparts will mirror this process in the UK. |
The aims of the study are to explore:
How does the Training package support knowledge and skill acquisition in teachers of children with ASD to enable them to deliver the Sherborne@Sunfield Programme?
How does the Sherborne@Sunfield programme enhance the social engagement of children with ASD?
How do the perceptions of the teachers in relation to the Sherborne@Sunfield programme compare between the Japanese and the UK settings? |
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| July 2008 |
Using Intensive Interaction as a Teaching Approach |
Intensive Interaction is an approach developed in the early 1980s by Melanie Nind and Dave Hewett. It is a way of accepting the communicative skills that our students already have, and also teaching new ones. The basis of the intervention was to encourage meaningful communication in students who had only very early communicative skills, appeared to have little interest in other people or their surroundings, and seemed to have little or no understanding of spoken language, symbols, photos or objects. |
To investigate the impact of teaching social interactions and communication in a student-led way by using Intensive Interaction. |
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| June 2008 |
Transition Solutions |
Transition from child to adult provision for a young person with autistic spectrum disorder can often be very traumatic and fraught with problems for both them and their family. Previous research conducted at Sunfield has demonstrated the need for a more co-ordinated approach. In many cases student adult placements had broken down or had failed within six months of them leaving Sunfield. The major factor was lack of consistency of approach and failure to use prior information about the child. |
To address the need for continuity of approach between school and the adult placement by sharing experience, expertise and approaches. |
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| April 2007 |
Exploramentation!: Spotting Authentic Engagement in Creative Activity among Students with Severe and Complex Learning Needs |
As there is an existing programme of creative arts activities at Sunfield, the researchers were interested to explore the depth and quality of creative experience that this offered. |
To identify when students with complex needs are truly engaged in a creative process.
To identify ways of working which support a student’s involvement in exploring and experimenting within a creative process. |
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| Nov 2007 |
Voice for Choice |
Listening to the needs of young people with mental health and severe learning disabilities. An estimated 40% of all young people with
intellectual disabilities between the ages of 13 and 25 years will experience mental health problems. As an organisation, Sunfield
supports students experiencing mental health difficulties in a range of modalities. It is felt that the need to enable children to make
choices with regard to their care and support is crucial. |
To explore the ways in which young people with
intellectual disabilities and mental health problems can be supported and facilitated to make informed choices about their types of
treatment and therapeutic interventions. |
Download background and aims
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outcome |
| |
| Nov 2006 |
An exploration of the effects of diet on children with autistic spectrum disorders |
There is a growing body of evidence which suggests
that children with Autistic Spectrum Disorders (ASD) experience a range of digestive problems and nutritional deficits. |
To explore the extent to which modification of diet alters the nutritional status of children with ASD.
To explore
the extent to
which modification of diet affects the psychological and behavioural functioning of children with ASD.
The implications of
implementing a gluten free/casein free modified diet. |
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| |
| Aug 2006 |
Sherborne @ Sunfield
An Adapted Teaching Approach to the Sherborne Developmental Movement programme for use with Children with Autistic Spectrum Disorders |
The Sherborne Developmental Movement Programme has been found to be
particularly beneficial for children with learning disabilities, children with physical disabilities and children who are emotionally and
behaviourally disturbed. |
To develop appropriate teaching strategies and adapt the Sherborne Developmental
Movement Programme to meet the needs of children with profound autistic spectrum disorder. |
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| |
| June 2006 |
The Colour Impact Project: Thinking, Feeling and Will |
A number of authors in recent literature on autism suggest that, to connect
emotionally, it is necessary to be aware of feelings and will. The suggestion is that for the individual with autism this awareness may
be reduced or lacking. |
To attempt to interact directly through the feelings
and will of the child so that these areas of functioning become more familiar.
It is widely believed that colour affects human beings by
influencing the emotions and feelings and the first part of the Colour Impact Project was to investigate the effect of colour on the
behaviour of children with autism. |
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| |
| 2006 |
The Monkey King: an arts based inclusion project |
As a result of an arts-based project it has been possible to demonstrate how, through working in partnership, mainstream and residential special school pupils have been able to work and learn alongside each
other. |
To find out what is important in creating a fun and collaborative relationship between mainstream and special school teachers and pupils.
To find out how mainstream pupils' perceptions of disability change through an inclusion project. |
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| |
| 2006 |
Evaluation of the impact of autism specific accommodation on children with autistic spectrum disorders (ASD) |
Environmental barriers have long been perceived to exacerbate the problems encountered by these children and increasing evidence
has been accumulated to suggest that enabling environments hold the key. Evidence based practice should inform evidence based
design and this was the premise upon which Sunfield went about building a living environment for children with profound autistic
spectrum disorder (ASD). |
To assess the impact of the autism specific design on the children and the extent to
which adaptations in their environment can ameliorate the negative effects associated with ASD. |
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Exploring the relationship between sleep and daytime challenging behaviour in children with profound autistic spectrum disorder
(ASD) |
Whilst it is acknowledged that in children with profound disabilities, sleep problems may not be the only factor to impact upon
their level of challenging behaviour, research notes that sleep problems may be possible predictors of intensified symptoms of
autism. |
To explore the extent to which poor sleep correlates with elevated levels of daytime challenging
behaviour in children with ASD.
To explore the extent to which therapeutic interventions improve sleep in children with ASD.
To
explore the impact of improved sleep on levels of daytime challenging behaviour in children with ASD. |
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| |
| Aug 2005 |
Families’ Perceptions of their Induction Process |
At the point of induction many families have had an arduous journey to secure services for their child. Understanding the experiences of that process from the point of view of the family (in whatever way family is
defined) was felt to be essential in enabling the organisation to meet the needs of its families. |
To explore the
experiences of families during their induction at the point their child joins Sunfield. |
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