Glasgow’s professional learning framework is structured on 3 levels. It captures our ongoing commitment to improving the experiences of Autistic learners at a strategic level but also provides resources that can be accessed by individuals wishing to enhance their knowledge and skills.
This is an interactive framework that will be developed in relation to changing needs of our learners. It provides access to evidence informed approaches and guidance that leadership teams can include as part of the improvement planning process as well as containing information and resources that can be used by individuals as and when needed.
Guiding Principles
Some key points to underscore any approach to supporting Autistic learners are:
- The Autistic brain works differently to the non-Autistic brain. No approach is about encouraging young people to be more typical.
- Reducing anxiety is the key to successful inclusion of Autistic young people. We know that structure, routine, predictability, and positive relationships help to create an environment that lessens anxiety. It is anxiety that leads to distressed behaviours not Autism.
- Inclusion is about feeling safe and accepted for who you are.
- Interests should be celebrated and used as vehicles for learning.
- An inclusive curriculum must be engaging and meaningful for the Autistic learner.
- Communication and collaboration with young people, families, carers and other professionals is essential.
- Professional learning of staff should always be from the perspective of improving our understanding of the autism experience, with the primary focus on wellbeing.
Our overall aim is to improve the experience of inclusion for our children and young people by contributing to the development of inclusive approaches within schools that celebrate diversity, leading to a more just and equitable society.
