SAOS offers the following programmes of support. Click on each programme heading or scroll down the page for full details.
Support at home
Support in an educational setting
Facilitating a transition
Helping find a suitable placement
Practical structured teaching and environmental support
Withdrawal of SAOS support – “The Exit Package”
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| Support at home |
This level of support focuses upon a situation where the child or young person is well-placed and making progress within an educational setting, but is having greater difficulty in the less-structured times outside this – at evenings and weekends – with consequent issues for their family in managing the challenges of inappropriate behaviour.
Features of this support programme can include:
1. The prompt establishment of an agreed level of support comprising:
- the development of a schedule and timetable of support
- baseline and ongoing assessment of the child or young person’s developmental levels
- ongoing assessment of the child or young person’s learning styles
- continuous review to aid ongoing development of effective teaching methods/strategies and support
- the delivery of relevant activities
2. Precise target-setting which creates small and achievable steps towards a
specific target within a long-term goal. All SAOS goals are related to the child
or young person’s targets within their current setting, and support the principle
of enhancing their independence skills. All activities will be relevant and
directed to this purpose
3. The involvement of all relevant people – family and staff – in devising goals
for the child or young person and establishing agreed ways of working
4. A focus on the development of the child or young person’s skills in
communication and social interaction
5. Advice to parents about relevant strategies to manage the child or young person’s challenging behaviours
6. Provision of reports detailing assessment findings, targets set and progress
towards targets
7. Attendance at Education, Local Education Authority, Social Services and
other reviews as agreed by the commissioning Authority(ies)
8. Progression to the SAOS Exit Package. |
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| Support in an educational setting |
This level of support aims to enhance the skills and confidence of local education staff in meeting the needs of a child or young person whose
educational requirements are broadly consistent with the establishment’s
population, but whose behavioural or social profile presents challenges which
may be beyond the scope of the general educational context.
Features of this support programme can include:
1. The prompt establishment of an agreed level of support comprising:
- the development of a schedule and timetable of support
- baseline and ongoing assessment of the child or young person’s developmental levels
- ongoing assessment of the child or young person’s learning styles
- continuous review to aid ongoing development of effective teaching methods/strategies and support
- the delivery of relevant activities
2. Assessment of each young person or area that is causing concern and the development of strategies to address those concerns
3. Formal training (4 x twilight or 1 whole day) comprising:
- understanding Autistic Spectrum Disorders (ASD) and the impact upon the young person and the educational setting
- the Triad of Impairments
- structured teaching methods
- communication (e.g. Picture Exchange Communication System (PECS) and Intensive Interaction)
- managing challenging behaviours
4. Developing staff confidence through:
- informal training in situ
- participation and practice in effective teaching methods
- supporting staff in developing strategies for managing children or young people with ASD
5. Progression to the SAOS Exit Package.
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| Facilitating a transition |
This level of support aims to enhance consistency of practice across the two settings involved when a child or young person transfers to a new placement. This may often be from school to an adult placement.
Features of this support programme can include:
1. The development and implementation of a transition support schedule
2. Assessment of the young person and their circumstances throughout the
period of transition support to establish:
- why the child or young person has left or is leaving
- communication styles and needs
- behavioural support needs
- current developmental levels
- current learning styles
- effective teaching methods
- stabilising routines
3. Assessment of new placement and the ways in which the young person
can be effectively supported within this context
4. Ensuring consistency of approach by reviewing present practices and
adapting them within the context of the new setting
5. A point of contact between the new and previous settings
6. Progression to the SAOS Exit Package.
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| Helping find a suitable placement |
This programme provides families, Social Services department or Local Education Authority staff with support in determining the most appropriate placement for a child or young person based upon a list of possible placements agreed between the family and Authority.
It may follow a period of support for the child or young person from SAOS, where knowledge gained over the period of the support could contribute to the decision-making process.
Features of this support programme can include:
1. Collaboration with the family and the Authority to clarify and agree
objectives and priorities
2. Discussion with all stakeholders as to possible placements
3. The development of a schedule of visits
4. Support for visits made to potential placements
5. Support for decisions on suitability of new placement
6. Exploration of the possibility of the SAOS Transition Programme. |
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| Practical structured teaching and environmental support |
Five-day TEACCH training for staff is a prerequisite for this support programme.
Features can include:
1. The development of a support schedule
2. Assessment of current levels of structure for:
- the child or young person
- the setting – educational, leisure, residential, etc.
3. Reinforcement training or support in situ (4 x twilight or 1 full day):
- The Triad of Impairments
- TEACCH – Physical Structure – in each setting
- TEACCH – Timetables/Schedules and Work Systems – in each setting
- Visual Teaching Methods – in each setting
4. Individualising the levels of structure needed for each child or young person:
- support on how to assess the four elements of TEACCH
- support on monitoring individual levels of structure
- support on maintaining flexibility
- support on planning for progression
5. Advice from qualified and experienced staff on:
- TEACCH and the National Curriculum
- organisation of settings
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| Withdrawal of SAOS Support – “The Exit Package” |
1. Final assessment to establish the young person’s current skills and
learning styles
2. Advice on future development
3. Consolidation of training for staff
4. Provision of evidence to support final assessment and consolidation of training for staff – video, written, photographic
5. Telephone consultancy
6. Help with self-sustaining support to include advice on resources, further reading, future training needs for staff etc., or other support as requested
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