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Knowledge sharing

Knowledge sharing between school and home can often be key to to a young person's progress and development. In sharing information parents must feel that the school will make use of this to benefit the young person.

Sometimes the focus of what parents feel is important for their child may be different from that of the professionals. Their long term views should be respected, understanding their support for their child continues long after that young person leaves school.

Families can provide knowledge of the young person’s awareness of their diagnosis and what it means to them, and of any co-existing conditions. They also recognise factors likely to cause anxiety or stress and affect the young person’s emotional wellbeing and possibly mental health. This in turn may affect their ability to be relaxed enough to learn and cope in the school setting.

Children and young people do not always demonstrate the difficulties they are experiencing during the school day. Parents can give an insight into what the child says or does at home.

For parents to share information about their son or daughter and build the school's knowledge over time, it is important that there are a variety of opportunities for them to engage, perhaps in less formal meetings

Schools should ensure appropriate information about pupils is available to staff, This may be through e.g. Individualised Educational Programme (IEP), Coordinated Support Plan (CSP),  Pupil Profile or Passport.

Sharing information with external agencies who have contact with pupils with autism can help ensure the best outcomes..

Think about...

Parents can provide the school with information on:

  • Other professionals involved in the child’s life
  • Important people to child or young person (family/friends)
  • Gaps in learning and vulnerabilities outwith the school environment
  • Anticipating potential triggers to reduce anxiety and promote positive outcomes
  • Interests and motivators to encourage engagement
  • General wellbeing and a guide to warning signs to look out for in the child
  • When supports and strategies need to be utilised, to avoid high anxiety levels
  • Differences in behaviours/skills at home and at school
  • The childs strengths and skills to be utilised in raising their profile within the school to help combat bullying
  • Approaches and strategies that are used outside school in different scenarios

 TOOLBOX 2009                         


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