Students with autism spectrum disorders (ASD) often lack independent task initiation skills, have difficulty staying actively engaged in academic tasks, and may require prompting to complete and transition between tasks or activities. (Milley & Machalicek, 2012)
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Starting Guide | |
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^ This is a guide called 'Autism Spectrum Disorders - A Starting Guide For Teachers'. It was produced by Statewide Verification and Professional Support, Disability and Statewide Programs, Department of Education and Children's Services in South Australia. It outlines the important things teachers need to know before teaching students with autistic spectrum disorder. The guide helps teachers to:
- increase their understanding and knowledge
- begin planning for their student
- enables them to make connections with further resources and people who may be of help.
Characteristics of the special needs group which may impact on their ability to access the curriculum
People involved in teaching or supporting the person with Autism need to understand the nature of Autism and how it impacts on learning. Teachers also need to understand how to use appropriate strategies to overcome the many difficulties the child with Autism experiences in everyday situations. Not all students who are autistic have all the same learning disabilities. Bryan Siegel (2003) lists three domains of autistic learning disabilities.
SOCIAL AUTISTIC LEARNING DISABILITIES.
This area deals with students’ social development. Children with autism lack an awareness of others, which interferes with their development in how they interact with others. They do not have the need to be praised by their parents or teachers.
· Lack of awareness of others
Children are unaware of what is happening around them. In the classroom, this can lead to daydreaming and the child being in his/her own little world making it harder for them to understand how and why people interact with each other which in turn will affect their ability to make friends.
· Lack of social and emotional reciprocity
Children are not interested in pleasing their parents or teachers. They do not have the motivation to be praised or noticed. Without praise and rewards, it becomes very difficult for teachers to motivate students to complete tasks.
· Lack of social imitation
Usually children learn by copying people around them however, children with autism are lacking in this area. In the classroom, students who are not autistic will learn by practice and they will develop skills without being directly taught. However, for autistic students they will often need to be taught the basic skills.
COMMUNICATIVE AUTISTIC LEARNING DISABILITIES.
This area focuses on problems students have in using language communicatively and is divided into three sub categories which are:
· Deficits In Understanding Body Language and Facial Expression
Autistic children have trouble reading and understanding people’s body language. In the classroom, the teacher cannot assume the autistic student has understood the body language or facial expression. This affects the autistic child’s ability to learn because they can miss out on important things the teacher is trying to communicate to them.
· Deficits in Understanding Spoken Language and Use of Spoken Language
Autistic children often have difficulties with verbal communication also. It could be difficult for them to understand and use spoken language. This is a struggle for teachers because they will have to adjust their teaching strategies so that autistic students can keep up without getting lost in trying to understand what the teacher is saying.
SOCIAL AUTISTIC LEARNING DISABILITIES.
This includes how a student with autism interacts with objects around them.
· Abnormal Thresholds in Sensory Processing
Students with autistic spectrum disorders can put too much focus on things that aren’t relevant to a task and will often miss important information. For example, if a teacher is describing a glittery object ‘they will stare at a glittery object, missing what is being said by the person holding it.’ (Seigel, 2003)
· Stereotyped and Repetitive Interests
Students who have autistic spectrum disorders will often spend a lot of time on repetitive tasks, this will affect their ability to learn because they spend less time mastering new information.
SOCIAL AUTISTIC LEARNING DISABILITIES.
This area deals with students’ social development. Children with autism lack an awareness of others, which interferes with their development in how they interact with others. They do not have the need to be praised by their parents or teachers.
· Lack of awareness of others
Children are unaware of what is happening around them. In the classroom, this can lead to daydreaming and the child being in his/her own little world making it harder for them to understand how and why people interact with each other which in turn will affect their ability to make friends.
· Lack of social and emotional reciprocity
Children are not interested in pleasing their parents or teachers. They do not have the motivation to be praised or noticed. Without praise and rewards, it becomes very difficult for teachers to motivate students to complete tasks.
· Lack of social imitation
Usually children learn by copying people around them however, children with autism are lacking in this area. In the classroom, students who are not autistic will learn by practice and they will develop skills without being directly taught. However, for autistic students they will often need to be taught the basic skills.
COMMUNICATIVE AUTISTIC LEARNING DISABILITIES.
This area focuses on problems students have in using language communicatively and is divided into three sub categories which are:
· Deficits In Understanding Body Language and Facial Expression
Autistic children have trouble reading and understanding people’s body language. In the classroom, the teacher cannot assume the autistic student has understood the body language or facial expression. This affects the autistic child’s ability to learn because they can miss out on important things the teacher is trying to communicate to them.
· Deficits in Understanding Spoken Language and Use of Spoken Language
Autistic children often have difficulties with verbal communication also. It could be difficult for them to understand and use spoken language. This is a struggle for teachers because they will have to adjust their teaching strategies so that autistic students can keep up without getting lost in trying to understand what the teacher is saying.
SOCIAL AUTISTIC LEARNING DISABILITIES.
This includes how a student with autism interacts with objects around them.
· Abnormal Thresholds in Sensory Processing
Students with autistic spectrum disorders can put too much focus on things that aren’t relevant to a task and will often miss important information. For example, if a teacher is describing a glittery object ‘they will stare at a glittery object, missing what is being said by the person holding it.’ (Seigel, 2003)
· Stereotyped and Repetitive Interests
Students who have autistic spectrum disorders will often spend a lot of time on repetitive tasks, this will affect their ability to learn because they spend less time mastering new information.
the implications for classroom teachers of the findings of recent research about this area of special need
Recent research shows students who have an autistic spectrum disorder cannot be grouped into one category. Often a student will have individual learning difficulties. Although the core characteristics of ASD are consistent, no one child with autism will have exactly the same pattern of strengths and needs as another. An understanding of the unique learning style, cognitive profile, communication, social and self‐regulation abilities of the individual child is required if an educational program for a student with ASD is to utilise their strengths, meet their needs and facilitate development. (Kirkhope, 2011) So it is recommended for the teacher to meet with the student and their family before creating any plans or adjusting the curriculum to fit the students needs. Sue Larkey (2006) writes students with AS or ASD have a concrete learning style that is literal and rigid. It can be difficult to re-teach something correctly if it has been learnt incorrectly. Their concentration and memory can be inconsistent. Something learnt and remembered today may not be remembered tomorrow. They are unable to transfer skills and knowledge taught to them from one situation to another. It can never be assumed that because they have a certain skill in one area they will be able to use it in another situation. They may display little or no motivation for things that do not interest them or they perceive little use for. Changes in routine can also cause distress and need to be factored into the programme. These issues need to be addressed in the classroom and learning environment. (Pyatt, 2012)
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Preparing to teach student with ASD | |
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Strategies which would be beneficial to students
- Francine Brower (2007) has a simple cycle that she thinks will create an inclusive environment in the classroom. She writes ‘use this cycle and your school can become an environment where inclusion is embedded, diversity celebrated, individual disabilities are understood.’
- Clear instructions should be given to students so they can understand exactly what is required of them. For example, when telling students to stand up instead of saying ‘Everyone stand up’, mention the autistic student’s name because he/she may not realize that everyone includes them. Verbal information can be abstract or open to misinterpretation. Use statements of what you want, not what you don’t want. For example, say, “draw a circle” and don’t add “not a square” as they might only hear the word square. (Larkey
- Create schedules for the student to follow. Change can potentially increase stress levels of autistic students. These students feel comfortable with routine so developing schedules and timetables is a good way to decrease their stress levels in order for them to feel comfortable to learn.
- Students on the spectrum will also need a place to go to when they need to stay calm. This could include a special area that the student can go to when they feel anxious.
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Sue Larkey Teaching Strategies | |
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^ This is a booklet that consists of teaching strategies by Sue Larky, an International Author, Autism Spectrum Specialist and Teacher. She discusses workloads, work tasks, work environments, feeback/rewards and schedules.
list of support networks within schools/ school systems
- ASD Education Sessions (http://www.amaze.org.au/events-info/info-sessions/) - sessions held by Autism Victoria whereby a spokesperson will go out to schools and present units on different aspects of teaching students with the autistic spectrum disorder. Units include:
- Introduction to Autism Spectrum Disorders
- Core Strategies for Working Effectively with People with ASDs
- Communication Considerations
- Social Skills & Social Stories
- Effective Case Management
Family Information Sessions are run once a month by Autism Victoria at their office in Carlton for students and their families. Well-being co-ordinaters within the school system.
list of support networks within the community
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Community Support Groups | |
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^ This document provides a variety of community support groups for students, parents and teachers around Victoria.
- Speech Pathologist Australia - The Victorian Branch Executive comprises volunteer speech pathologists from a range of settings including health, disability, education and private practice. Nominations are invited for Executive and Portfolio positions on an annual basis. Volunteers are always welcome to join the Branch as part of a Portfolio or to assist with Branch projects. Please contact the Victorian Branch for further details.
- Autism Victoria (Amaze) offers a directory of services for parents, students and teachers. The Directory of Services is a useful resource for individuals and families wishing to find autism-aware and autism-specific services and providers. It includes details on a wide range of professionals working with individuals with ASD, as well as general services where staff are autism-aware and able to provide appropriate customer service and support to individuals with ASD.
This resource has been developed over many years and contains about 4000 services and practitioners. Many of these have been recommended by individuals, parents and carers who have had a positive experience with that professional or service. For autism-specific practitioners and service providers, this is a great way to ensure that you can be easily located by the people who need your help. To access the the Directory simply send them an email at: [email protected] - In 2006, the Australian Government committed $190 million to support families, and their children with Autism Spectrum Disorders. A further $30 million has been committed and the funding is now ongoing.
The funding is provided through the Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA), The Department of Health and Ageing (DOHA), and the Department of Education, Employment and Workplace Relations (DEEWR) and includes a number of initiatives outlined at this address http://www.amaze.org.au/discover/how-we-can-help-you/hcwa/what-is-the-helping-children-with-autism-package/ - Australian Psychological Society - The largest professional association for psychologists in Australia. http://www.psychology.org.au/
- Find a care - Useful site to look for carers. http://www.findacarer.com.au/index.php
- Association for Children With a Disability. Information, support and advocacy for families of children with a disability. http://www.acd.org.au/
- Useful wesbsites to support students with autism
- Autism Help
- Autism Spectrum Australia (Aspect)
- Autism Victoria
- Better Health Channel
- FaHCSIA - Helping Children with Autism
- Kid-Eze Therapy Services
- Learning for Life
- Life Skills for Kids
- Novita Children's Services
- Norparrin - Helping Children with Autism
- Quickstepz Paediatric Therapy
- Sensational Kids - Integrated Child Therapy
- Spectrum Speech Pathology
- Sprout Therapy Services
- Yooralla (Autism support)
Resources
- http://www.amaze.org.au/discover/about-autism-spectrum-disorders/useful-websites/ - lists a lot of useful websites for parents and teachers
- http://www.amaze.org.au/discover/about-autism-spectrum-disorders/resources
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Information Pack | |
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^ In this pack is a list of Victorian websites and books that are related to autism.
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Resources | |
File Size: | 71 kb |
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^ This resource pack includes books, personal accounts people with autism, reports, social stories, websites, classroom practices, videos/DVDs and articles. It's a very valuable tool as it covers a range of topics and includes real events.