Homeroom

Welcome to RCS Homeroom

Homeroom comprises of four autism classes for students with a diagnosis of autism and who also have complex needs that require extra support above and beyond what mainstream can provide.

In RCS we call our classes Homeroom as this was the name picked by the students when we opened our first class in 2018. The current building comprises of two rooms- a classroom and a social room as well as a small sensory room and an office. Homeroom is very much a part of RCS. The vast majority of our students access mainstream classes as well as having timetabled classes in Homeroom. This can vary throughout the year as we continuously monitor and reassess our students’ development and needs.

From the beginning, we make every effort to get to know our students, liaising with their parents/guardians, former primary school teachers and reviewing documentation to gain a comprehensive understanding of how to support them and guide their progress. Homeroom combines a friendly and student-led approach, blending personalised life skills, academic support, and opportunities for relaxation/emotional regulation. We prioritise the individualised needs of each student, recognising their unique personality and experiences.

Why do we need autism classes?

Autism classes provide a more inclusive education for students who have such complex needs that it would prevent them from accessing education within the mainstream school only.

“…the education of people with such needs shall, wherever possible, take place in an inclusive environment with those who do not have such needs, to provide that people with special educational needs shall have the same right to avail of, and benefit from, appropriate education as do their peers who do not have such needs, to assist children with special educational needs to leave school with the skills necessary to participate, to the level of their capacity, in an inclusive way in the social and economic activities of society and to live independent and fulfilled lives…” (EPSEN Act, 2004 p.5)

Facts about Autism

Autism is a neurological, developmental condition which affects how people communicate, socialise and interact with others. It affects people of different cognitive abilities and cultures. There is no medical test for Autism and no definite cause. It can co-occur with other conditions e.g. learning difficulties or mental health difficulties.

•It is not something a person has but rather a way of being or how a person is.

Autism is a part of the broader neurodiversity family of differences.These different ways of thinking about, processing and understanding the world are called ‘neurotypes’. People who have these differences in thinking are said to be ‘neurodivergent’, as their way of thinking and processing the world can diverge from what society expects, whereas people who don’t have these differences are said to be ‘neurotypical’.It's important to remember that living in a largely neurotypical society can be traumatic for a neurodivergent person and can prevent neurodivergent and neurotypical people learning from each other. From a school perspective, the key point is that we should view autism as a difference and not a deficit/disorder/disability. In doing so we should also appreciate that while autistic people have unique strengths and abilities, they also face difficulties and challenges within their lives.

Other Tips to Remember:

Positive behaviour support
Homeroom focuses on proactive strategies to encourage positive behaviours, such as:

• Using positive reinforcement and clear expectations.
• Providing structured routines to reduce uncertainty.
• Celebrating achievements, no matter how small.
• Setting regular targets with the students and discussing their progress.

Responding to challenges
When meltdowns, shutdowns, or challenging moments occur, our staff:

1. Remain calm and prioritise safety. At all times we aim to respect and preserve the dignity of the student.
2. Provide space and time for the student to regulate- by using the sensory pod, sensory room, quiet corner, listening to music etc.
3. Keep focus on building relations and maintaining relationships, using restorative practice.
4. Reflect on triggers and develop strategies for future support.

Communication and interaction

Tools for communication
Homeroom employs a variety of tools to support communication, including:

• Visuals.
• Verbal explanations.
• Personalised methods that meet each student’s needs.
• Assistive technology such as apps or devices.

These tools help students understand expectations, communicate their needs, and engage in learning more effectively.

Building relationships

Trust and rapport are essential for supporting students. RCS staff foster strong relationships by:

• Being consistent and reliable.
• Building trust: Actively listening, showing empathy and validating feelings.
• Showing genuine interest in each student’s strengths and interests.
• Celebrating their successes, we foster trust and a sense of belonging.
• Encouraging and motivating to progress and gain confidence and self-esteem.