Projects

Members of the Autism Consortium have successfully planned, managed, and completed a range of projects over the course of our careers.

We believe ‘evidence-based practise’ is paramount; therefore, projects are designed to gather robust data for analysis to further inform effective future support and services for people with an Autism Spectrum Disorder.

We believe that ‘project-based’ working is the most effective way to deliver interventions to groups of people with additional needs.

  • Inclusion
    The Inclusion Project assists pupils in mainstream primary school classes to embed and make effective friendships with their peers. It is a ‘peer-education package’ and works through direct sessions to educate and give strategies to peers so that they have a greater understanding of the child with additional needs and how to communicate and play with them. It places the emphasis for change not only upon the child with additional needs but also with every member of the class so that inclusion and integration occurs through the context of real friendship and understanding.
  • Transitions
    There are three large transitions concerned with the educational career of every pupil; these comprise transition into school, transition to secondary school, and leaving school. For children with an Autism Spectrum Condition, transitional phases are accompanied by high levels of anxiety and require both self-awareness building in the pupil and a ‘team around the child’ approach to sharing information. The Autism Consortium looks forward to developing new projects in this area, enabling successful transitions for pupils, at key ages, to take place.
  • Employment
    Transition to adulthood is a life changing event; an important part of that transition is gaining independence including financial independence through paid employment. Recent statistics suggest that only 16% of adults with an Autism Spectrum Disorder are in paid employment currently. This project aims to support adults into employment, preparing and teaching in 1:1 and group sessions prior to employment starting, creating a ‘transition plan’ into work, with scripts for problem-solving, explicit strategies to overcome any difficulties, as well as coaching and mentoring employers and building ‘Autism competence’ in the workplace.
  • Girls with an Autism Spectrum Conditions
    This project works with pupils from Year 5 onwards into Secondary school, increasing self-awareness and promoting social inclusion with peers to overcome potential low self-esteem, school refusal, and self harm later in their school career. The girls meet monthly over the course of an academic year in a therapeutic context creating a ‘safe’ space to think and understand about the impact of their Autism upon their social relationships.
  • Sibling support groups
    This project assists brothers and sisters (immediate family members) by providing a monthly ‘safe space’ for siblings to come and share. It’s a forum to express upset about challenges, and to worry about the future as well as to have fun, play games, and complete creative activities with trained therapy professionals.