Early Years / Foundation Stage Pre-assessment Support Survey

Middletown Centre for Autism aims to develop an effective model of support for pre-assessment children. The purpose of this survey is to understand the experiences of children in the Early Years/ Foundation Stage (0-6 years) currently awaiting Autism Assessment in order to best meet the needs of these children, their families and educators.

Your responses are voluntary and will not be identifiable. All responses will be compiled and analysed as a group. If you have any queries, please contact research@middletownautism.com

	Very helpful	Somewhat helpful	Neutral / Unsure	Somewhat unhelpful	Not at all helpful
Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise)	Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Very helpful	Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Somewhat helpful	Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Neutral / Unsure	Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Somewhat unhelpful	Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Not at all helpful
Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing)	Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Very helpful	Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Somewhat helpful	Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Neutral / Unsure	Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Somewhat unhelpful	Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Not at all helpful
Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school)	Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Very helpful	Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Somewhat helpful	Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Neutral / Unsure	Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Somewhat unhelpful	Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Not at all helpful
Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity)	Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Very helpful	Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Somewhat helpful	Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Neutral / Unsure	Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Somewhat unhelpful	Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Not at all helpful
Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area)	Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Very helpful	Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Somewhat helpful	Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Neutral / Unsure	Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Somewhat unhelpful	Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Not at all helpful
Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities)	Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Very helpful	Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Somewhat helpful	Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Neutral / Unsure	Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Somewhat unhelpful	Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Not at all helpful
Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops)	Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Very helpful	Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Somewhat helpful	Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Neutral / Unsure	Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Somewhat unhelpful	Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Not at all helpful

Very helpful

Somewhat helpful

Neutral / Unsure

Somewhat unhelpful

Not at all helpful

Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise)

Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Very helpful

Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Somewhat helpful

Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Neutral / Unsure

Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Somewhat unhelpful

Environmental supports (e.g. flexible seating, access to a quiet zone, natural / ambient lighting, visual structure, reduced background noise) Not at all helpful

Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing)

Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Very helpful

Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Somewhat helpful

Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Neutral / Unsure

Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Somewhat unhelpful

Communication supports (e.g. picture boards, objects, iPad / apps, Makaton / signing) Not at all helpful

Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school)

Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Very helpful

Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Somewhat helpful

Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Neutral / Unsure

Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Somewhat unhelpful

Play and Learning supports (e.g. structured play space, interest-focused materials, sensory elements, forest school) Not at all helpful

Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity)

Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Very helpful

Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Somewhat helpful

Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Neutral / Unsure

Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Somewhat unhelpful

Emotional Wellbeing supports (e.g. mindfulness, building relationships, regulation strategies, safe spaces, physical activity) Not at all helpful

Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area)

Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Very helpful

Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Somewhat helpful

Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Neutral / Unsure

Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Somewhat unhelpful

Sensory supports (e.g. movement breaks, outdoor time, Occupational Therapy, calm area) Not at all helpful

Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities)

Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Very helpful

Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Somewhat helpful

Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Neutral / Unsure

Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Somewhat unhelpful

Support for social relationships (e.g. peer education on neurodiversity, small-group activities, interest-led games and activities) Not at all helpful

Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops)

Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Very helpful

Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Somewhat helpful

Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Neutral / Unsure

Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Somewhat unhelpful

Supportive schoolwide approach (e.g. Inclusion policy, neurodiversity training for staff, parent support / workshops) Not at all helpful

Early Years / Foundation Stage Pre-assessment Support Survey

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* 1. I am a...

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* 2. How old is your child / the child(ren) you work with?

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* 3. Where do you live?

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* 4. What type of Early Years/ Foundation Stage setting does your child /the children attend?

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* 5. Is your child or any of the children you work with awaiting an assessment?

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* 6. What supports or adjustments could benefit autistic children in an Early Years/ Foundation Stage setting?

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* 7. Please rate how helpful you think the following supports would be for autistic children in Early Years/ Foundation Stage?

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* 8. Please use this space to make any further comments about how children can be supported in the Early Years/ Foundation Stage setting.