INCLUSION = access to quality education for ALL
STATIC
|
DYNAMIC
|
Predictable
Routines
Safety
No
change
|
Change
Dealing
with the unplanned/unexpected
|
Diagnosis: may have difficulties in the areas of social interaction; communication; flexible thinking.
Behaviours:
* May stay apart fro others or have difficulty playing with others
* Wants to play but may not know how (may not take on cues from others)
* Tells but may not have a back/foward conversation
* May rarely look towards you when you are speaking
* May rarely use language
* Doesn't understand your body language
* Does their own thing
* Poor emotional regulation
Challenges related to flexible thinking
* Interest in a particular topic
* Always does things the same way
* Has rituals that must be followed & may not respond well to change
* Says the same thing over and over
* Displays "odd" movements e.g. flapping (this reduces their stress)
Sensory Integration Filter: when a person over-focuses on one stimulus in a situation, but misses the big picture, e.g. may be present during a play/drama/teacher explanation, but miss important info because they are focusing on something in the background (lights, boards, backdrop etc).
Possible Strengths
* Route memory or learning by heart - remembering information for long periods
* Visual learning and thinking style
* Concrete information that stays the same; rules e.g. maths facts, historical information
* Ability to learn in detail and in 'chunks', ability to concentrate on narrow topics of interest
* Notices small details
* Logical thinking
* Acquisition of knowledge
BUT may know an answer in maths but not be able to show their working
Changing Your Language Of Instruction
* The RULE OF 5: maximum of 5 words. Wait 5+ seconds for a reply
* Get the student's attention before talking e.g. by touching their shoulder, saying their name etc
* Offer choices rather than directing e.g. red pen or blue?
* First, then sequences
* Show/ use positive rather than negative instructions e.g. "Walk" rather than "Don't run
* Use "finished" or "all done" to help understand duration of events and specific e.g. running all done; painting all done etc.
* Give warnings e.g. "5 minutes to go." "2 minutes to go" etc
* Less questions - 4:1 statements/comments to questions
* Give THINK time
* Use non-verbals (mime with short word/explanation)
Visuals
MAKE SURE THEY ARE MEANINGFUL FOR THE CHILD/REN INVOLVED - make it likable for child e.g. picture of break time / down time image etc
* Many ASD children have strong visual processing
* Visuals are predictable and static
* Assists in understanding rather than relying on memory recall & allows independence
* Give a child something TANGIBLE e.g. post it note w a visual / word reminder, movement to help recall etc
* Visuals including the child of them doing a particular task may be effective for some
* Could include: holding up an object (e.g. pen); word written on a post it note; physical movement linked to a task/direction; photo / visual timetable
* Timetables: LEFT TO RIGHT OR TOP DOWN...choose one way and stick with it
Use Visuals To Show...
* What is happening in my day?
* How
long will I do this for? e.g. use a pen/piece of paper etc and move it as a task progresses
* What
do I do when I'm finished?
* Which
group am I working in?
* What
do I need to take with me?
What To Consider With Environments
* Movements e.g. people moving around the hub/area
* Windows (may need space or window may be a distraction)
* Lights: if too bright, try sunglasses or a peaked cap
* Noise: do I need regular timetabled breaks to get back in the zone?
* Hanging things, displays
* Smells: perfumes, hair spray, deodorant etc...do these calm me or elevate me?
* Tactile: e.g. gloves for tactile / messy play
Comic Strip Social Stories & Social Stories
* Use in a restorative chat to help child with Autism understand the 'back story' or other's actions;
use as a way to communicate with child (i.e. let the child have the pen and draw/write themselves
into a story
* Function of social stories: for self-esteem, for information, to explain what is going to happen (a rule or routine), for a change in routine or resources
to maintain a positive social memory or an event/activity
* Brag book: fill with photos and short comment, so child can revisit and recall positively at home
* Write a social story to EXPLAIN and GIVE STRATEGIES or FOR UNDERSTANDING rather
than DIRECT/INSTRUCT.
e.g. It is important to be quiet during assembly so we can hear the Principal.
Sometimes certificates are give out. Songs might be sung too. I can write things down in my
notebook if I have something to say. I can bring my lego etc.
* AVOID: telling students how they would feel i.e. avoid 'I like having/doing...'; MAKE it about
everyone e.g. 'The teachers like it when the children sit quietly' rather than 'The teachers like it
when I sit quietly' etc
* Allow time
Group Work (heavily weighted on the dynamic side)
* Structure the environment
* If possible, create roles that contribute to the whole activity
* Use students' strengths
* Helps to have a start, clear progression and an end
* Visual structure, e.g. turn taking games - use a visual e.g. I have the scissors, then Brian, then
me again
Transitions & Break Times
* Give the child a job e.g. pencil sharpening at start of day; person who counts the reading folders
for reading time transition etc
* Break times: co-create a social story of options and give child a copy they can keep with them
as a reminder; buddy child (if interested, with a liked peer, support the buddy); special interest
groups.
Dealing With Difficult Times
* Is it a problem?
* Which behaviour to begin? Prioritise.
* Data …..Why is it important? Small steps. Ask yourself “When does it not happen?”
* Some may behaviours may just be a cycle e.g. Teacher starts the roll, child runs. Try taking the
role a different way; giving child a job etc
* Functional analysis of behaviour : behaviour, triggers, settings, results
* Consider ALL the sensory impacts
* TRIALING SOLUTIONS: keep data, change 1 or 2 variables at a time
Encouraging Independence
* Clear expectations and start/end times
* In, out office work system (e.g. a work file)
* How much work to do; What work to do
* Provision of all the materials
* What to do after
* Peer involvement?
* Incorporate student interests
Resources
* Amazing Things Happen
* Craig Smith - Hunter Valley Special School
* Rosie Autism: Google BBC and Ted Talks
* The Reason I Jump
* All Cats Have Aspergers
* All Dogs Have ADHD
* All Birds Have Anxiety
Questions
How do we cater for children with autism during developmental play? Scaffolding, modelling, partnering, explaining, photographs.
Autsim compared with Asphergers...what are the differences?
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