At Rushton Manor School, a small independent school in the South West of England, the proportion of young people with Autistic Spectrum Condition (ASC), a form of Social, Communication and Language Need (SCLN), was substantially higher than regional averages: 15% at the school versus 5.4% in primary schools and 8.7% in secondary schools regionally (DfE, 2017). This study explores the school's response to those students' needs in the form of the Oasis Room, part of provision of a 'safe space' and supportive structures for those students during unstructured parts of the school day. It was found that the Oasis Room improved students' experiences of social interactions, reduced behavioural incidents and allowed for proactive, supportive intervention by pastoral staff, in place of reactive 'after‐the‐fact' interventions. Suggestions are made relating to provision, structures and staff development at Rushton Manor and how these may be useful in other settings. [ABSTRACT FROM AUTHOR]

中文翻译：

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案例研究：为学校的弱势年轻人开发安全空间

在英格兰西南部的一所小型独立学校拉什顿庄园学校，患有自闭症谱系障碍 (ASC)（一种社交、沟通和语言需求 (SCLN) 的一种形式）的年轻人比例大大高于地区平均水平：15 % 在学校，而小学和中学分别为 5.4% 和 8.7%（DfE，2017 年）。本研究探讨了学校以绿洲室的形式对这些学生需求的回应，这是在上课日的非结构化部分为这些学生提供“安全空间”和支持结构的一部分。结果发现，绿洲室改善了学生的社交互动体验，减少了行为事件，并允许牧师进行主动、支持性的干预，而不是被动的“事后”干预。就拉什顿庄园的供应、结构和员工发展以及这些在其他环境中如何有用提出了建议。[作者摘要]