{"id":39,"date":"2025-03-12T11:26:22","date_gmt":"2025-03-12T11:26:22","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/?page_id=39"},"modified":"2025-03-18T14:11:34","modified_gmt":"2025-03-18T14:11:34","slug":"teacch","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/learning-and-teaching-approaches\/teacch\/","title":{"rendered":"TEACCH"},"content":{"rendered":"

The TEACCH Approach at Rosslyn School<\/span><\/h3>\n

 <\/p>\n

\"Getting<\/p>\n

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TEACCH stands for: Treatment & education of autistic related communication handicapped children.<\/p>\n

1970s North Carolina state wide system \u2013 pre school, education & post school adult services.<\/p>\n

\"kristinaweb20<\/p>\n

Principles<\/span><\/h5>\n

At Rosslyn School elements of the TEACCH approach are incorporated into our practice \u2013 quite extensively for some pupils with autism & to varying degrees for all pupils. The principles of this approach include:<\/span><\/p>\n

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  • Specifically for people on Autistic Spectrum to help them overcome difficulties in understanding their world & to reduce anxiety<\/span><\/li>\n
  • Building activities around pupil interests to engage & motivate<\/span><\/li>\n
  • Importance of visual clues<\/span><\/li>\n
  • Highly structured routines<\/span><\/li>\n
  • Aiming to promote independence<\/span><\/li>\n<\/ul>\n
    What does this look like in mainstream?<\/span><\/h5>\n

    \"The<\/p>\n

    *Key areas for specific activities<\/span><\/p>\n

    – some children learn to associate place with an activity<\/span><\/p>\n

    – reduces anxiety if they feel secure & understand what might happen\/where they are to go<\/span><\/p>\n

    – some children might learn to go there independently<\/span><\/p>\n

    *minimise distractions<\/span><\/p>\n

    * de-clutter the environment<\/span> \u2013 as appropriate to needs<\/span><\/p>\n

    Lots of pupils with ASD can have sensory processing difficulties and might not cope with too much visual stimulation.<\/span><\/p>\n

    \"Time<\/p>\n

    Structure of the School Day<\/span><\/h5>\n

    Developing timetables:<\/span><\/p>\n

    Provide visual clues to what will happen each step of the day<\/span><\/p>\n

    (helps pupils feel secure & develop understanding of what is happening, what is next).<\/span><\/p>\n

    Different levels as appropriate to pupil needs<\/span><\/p>\n

      \n
    • Object of reference<\/span><\/li>\n
    • Photo<\/span><\/li>\n
    • Symbols \u2013 1 at a time; 1st\/ next; daily schedules; weekly; term; written timetables<\/span><\/li>\n<\/ul>\n

      Visually explicit; At first this should be very tightly followed; pupils can learn to rely on this; trust this will happen. Some children can learn from strict structure to relax.<\/span><\/p>\n

      Unsettled behaviour can be helped by increasing structure.<\/span><\/p>\n

      Once routine is learnt we aim to teach pupils to cope with minor changes \u2013 planned changes; alter order; not available (start with things which won\u2019t be too difficult, then gradually build up to more challenging contexts etc)<\/span><\/p>\n

      This links to our nurturing approaches – link below<\/span><\/p>\n

      Staff MUST be consistent. Within our Nurture presentation there is a video that supports staff in understanding WHY this is so important to the learner.<\/span><\/p>\n

      \"Question<\/p>\n

      5 Key Questions<\/span><\/h5>\n