Autism: A Primary School Teacher’s Perspective
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Transcript of Autism: A Primary School Teacher’s Perspective
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Autism: A Primary School
Teacher’s Perspective
Helen Lewis
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Learning objectives• To identify some of the barriers to learning
encountered by children with ASD.
• To identify some strategies which can be used to support children with ASD to overcome barriers to learning.
• To demonstrate how some teaching techniques are transferrable to the field of dentistry.
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Some statistics• October 2010 – NI School Census:– The school population in NI is approx
330,000– There are approx 64,000 pupils (19.7%) on
the Special Educational Needs (SEN) register–60,000 (92%) of the pupils on the SEN
register are in mainstream schools
4,000 (1%) of pupils in NI have a diagnosis of AS/ASD
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Brownlee Primary School
• Enrolment 172
• Number on SEN register – 38 (22%)
• Number of children with AS/ASD – 6 (3%)
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AutismIndividuals with ASD are affected in their ability to:
• interpret social behaviour which in turn affects their ability to interact with others;
• understand and use verbal and non verbal communication;
• think and behave flexibly.
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Education
• Education aims to ‘minimise’ (not cure) the effects of ASD on learning.
• Teaching approaches should be child centered, not method centered.
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Social behaviourChildren with ASD may: • find social cues difficult to read;• appear socially insensitive / uninterested;• have difficulty maintaining social interactions
and turn taking;• have difficulty understanding other points of
view;• focus on their own obsessions.
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Social understanding
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Turn taking
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Obsessions
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Verbal & non-verbal communication
Children with ASD may:• not understand tones of voice;• not understand non-verbal behaviours; • not be able to use non-verbal behaviours;• cause offence without being aware;• monopolise interactions;• take things literally;• not understand implied meaning.
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Non-verbal communication
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Picture Exchange Communication System (PECS)
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Other visuals
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Taking things literally
Pull your socks up! I can play the piano by ear!
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lower right E
lower right D
lower right C lower right B
lower right A
A B C
D
E
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Flexible thinking and behaviour
Children with ASD may:• follow rules rigidly; • not have the skills to be able to ask for help or
clarification;• have difficulty prioritising and choosing;• have difficulty with organisation of self and
materials;• have difficulty in seeing connections and
generalising skills;• be sensitive to change.
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Timetables
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Organisation of self & materials
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Seeing connections & generalising skills
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Sequencing
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I was sensitive to change. I was terrified of it because change leapt into the unknown and I could not get my head around what the unknown was.
Nita Jackson