Teaching and Learning
Jigsaw’s core values are based around the positive support and encouragement of its pupils. It is important that pupils feel safe and valued in order that they can best learn and express themselves.
“My son…is interacting with peers and learning and growing every day.” (Parent Quote 2019)
Pupils receive individualised curriculum, comprehensive outreach programmes and on-site therapy sessions together with a broad range of key life skills learning opportunities and off-site activities – all delivered and overseen by a highly qualified teaching staff and supported by Jigsaw Trust’s Shared Services team.
Classrooms at Jigsaw will normally have the following structure: specialist trained teaching staff plus Teaching Assistants, a Lead Teacher plus a Supervisor (who may oversee a maximum of 2 classrooms). Pupil numbers will be approximately 3-6 within each classroom.
Our teachers deliver a programme of intensive intervention based on the principles of behaviour. Since June 2003, the School has been a certified CABAS® School.
CABAS stands for the Comprehensive Application of Behaviour Analysis to Schooling and it seeks to develop and expand a learner driven science of teaching for all children. Goals are to accelerate children’s learning, the ability to learn in new ways, and to acquire the ability to learn independently. It is also as important that children learn to expand their community of reinforcers, or passionate interests, as it is to teach them to do things they could not do without special instruction.
CABAS was developed by R. Douglas Greer PhD and colleagues of Teachers College, Columbia University over 30 years ago and research has shown that over 4-7 times more learning is achieved compared to more traditional approaches to teaching. We are extremely fortunate to have Dr Greer as our Senior CABAS Consultant and welcome him to Jigsaw twice each year.
Learn more about CABAS in our downloadable ‘What is Behaviour Analysis & CABAS?’ leaflet.
The focus of a CABAS curriculum is to increase an individual’s communication skill which is critical as they move to higher levels of independence. Researched procedures to increase communication skills form an integral part of each individual pupil’s curriculum (Greer & Ross, 2008, Greer, 2002). Visit CABAS website to learn more.
Although there are many therapies, teaching programmes, dietary regimens and other interventions available to families of children with Autism and other Pervasive Developmental Disorders (PDD), only one has been documented to have produced significant and comprehensive improvements. That method is a programme of intervention based on the principles of behaviour analysis. More clinical trials and studies have been conducted for the education of children with Autism than any other method. With emphasis on early and intensive intervention, the application of behaviour analysis has been demonstrated to greatly improve the prospects of children with Autism.