Our schools and colleges make sure that all the achievements that our students accomplish are recorded, so that parents and other interested parties are aware of how they are doing.'Tom' (psyeudonym) is 18 and has attended Hill House School for seven years. He has severe learning difficulties and a diagnosis of autism. He is non-verbal, has negligible social interaction and averages P level 3.Prior to attending Hill House, Tom displayed severely challenging, physically harmful behaviours (PHB), e.g. head butts and bites, to staff and fellow pupils. Triggers were demands and close proximity. He was temporarily excluded from his school and then returned part time to a restricted environment avoiding close contact. Other students were at risk. Tom had poor attention, an inability to sit, major transition difficulties, severe incontinence and eating of faeces. He was destructive, e.g. uplifting tables, highly noise sensitive, and intolerant of touch. On admission, severe PHB occurred daily with minor hits 20 times per day. Tom took Melleril. At Hill House, Tom's pro-active, flexible programme incorporates time to process instructions, visual cues, gesture and minimal language, high expectations with relevant tasks, extreme consistency and structure - reducing anxiety and promoting understanding and predictability, awareness of his autism, and strategies for self-management. Today Tom has no medication and he regularly initiates physical and eye contact. He uses the toilet daily and no longer eats his faeces. He goes out several times a week and shops with a trolley in a supermarket or visits a café or goes bowling. Tom now bangs the table instead of hitting people, sits with peers and follows simple instructions - and he served customers at the school's Christmas Fayre! |
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