TEACCH

Strategies and interventions - TEACCH
The TEACCH approach tries to respond to the needs of pupils with autism using a blended approach by our trained team of staff. is not a single method and can be used alongside other approaches.

TEACCH values include:
• Teaching – sharing autism knowledge and increasing the skill level of professionals and practitioners.
• Expanding – increasing own knowledge to provide high-quality services to autistic people and their families.
• Appreciating – appreciating the strengths and uniqueness of autistic culture.
• Collaborating and Cooperating with colleagues, other professionals, autistic people and their families.
• Holistic – adopting a holistic approach, looking at the person, their family and community.


TEACCH priorities
Some of the TEACCH Autism Program priorities are:
• Focusing on the person, their skills, interests and needs
•  Understanding the ‘culture of autism’ and identifying differences based on individualised assessments
• Using visual structures to organise the environment and tasks when teaching skills
• Being broad-based, ie support people at work, teach skills but also ensure that people are supported during leisure and/or social activities

 being flexible and teaching flexibility.

The TEACCH principles and techniques may always need to be in place for someone, but they may look very different at different stages of the person’s life. 

The history of TEACCH
Division TEACCH started in 1966 as part of the Department of Psychiatry of the School of Medicine at the University of North Carolina in the USA.

It began as a Child Research Project to provide services to children on the autism spectrum and their families. In 1972 the North Carolina General Assembly passed legislation which enabled Division TEACCH to become the first comprehensive state-wide community-based programme of services for autistic children and adults and other similar developmental conditions and other similar developmental disorders.