At Freemantles, we do not subscribe exclusively to any one approach, but seek to keep abreast of all current research and to use a complementary mix of those methods that best meet the needs of our students.
The following methods will be found in practice at Freemantles:
TEACCH (Treatment and Education of Autistic and related Communication handicapped Children) is an approach developed in the United States for children and adults with autism. It is intended to provide a framework within which the autistic person can achieve a degree of independence.
Every class at Freemantles uses symbol timetables both for the group and for the individual, which provide a clear visual structure to the day. This helps with transitioning and making the world a more predictable place.
Workstations, work systems and tasks enable children to work independently.
This approach seeks to provide some of the early communication experiences that pre-verbal autistic people need in order to develop language.
PECS stands for Picture Exchange Communication System. It is a method of exchanging a symbol for a desired object. As children progress, they learn to use the system for constructing whole sentences. At this stage they are able to communicate their needs and wishes, and to make comments and statements. For some students this will lead to the use of language; for others PECS will be their main communication system throughout their education.
Higashi Daily Life Therapy stresses the importance of physical activity in the management of autistic behaviours. The school day is, therefore, punctuated with opportunities for physical exercise – running or aerobics at the start of the day, play-area times with bikes and other large toys, energetic PE and dance sessions, active times in the soft-play area, OT sessions using stilts and roller-boots, and swimming.
Music and dance are used to stimulate intensive interaction in a one-to-one situation, in order to promote communication.
