By Gary Mesibov, Marie Howley, Signe Naftel
This booklet explains how you can open up the curriculum to students who've autistic spectrum problems. the actual problems skilled through students are mentioned in direct relation to express components of the curriculum, together with: center and beginning matters, PSHE, citizenship and broader points equivalent to holiday occasions and assemblies. The authors express the reader how dependent instructing can allow scholars with ASD to entry the curriculum in a significant method and supply many functional recommendations to facilitate this technique. This ebook will profit these on expert autism classes, all prone of autism-specific education and the numerous academics and educating assistants operating with autistic students who're inquiring for this assistance.
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Extra resources for Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion
Social motivation has a large role to play for most pupils who may for example respond well to verbal praise in front of peers or to competition. The social deﬁcit in ASD often means however that pupils are not so motivated by social ‘rewards’ and teachers need to ﬁnd other forms of motivation. This particular aspect is not a speciﬁc curriculum subject issue but is all-encompassing and will have implications across the whole curriculum. The Structured Teaching approach places great emphasis on identifying factors that motivate pupils with ASD and then ensuring that such motivation is provided within a structure that is understood by the individual pupil.
The questions to ask are can the pupil follow a sequence of activities using a visual cue and does the pupil understand a ‘ﬁrst . . then . ’ sequence. If he understands these concepts, then a schedule can contain more than one item at a time. The way in which a pupil with autism uses the schedule is also important. This active involvement can be an effective activity that keeps the child engaged in classroom responsibilities and also provides a visual message to show the pupil that progress is being made and what other activities will take place.
It may be important to check with a pupil’s family before deciding on the routine as they may have preferences depending upon their situation. 41 Accessing the Curriculum for Pupils with Autistic Spectrum Disorders The location of the pupil’s schedule is another important consideration. For pupils with severe autism and severe learning difﬁculties, the teacher might bring the schedule to them so that they do not get confused by going ﬁrst to their schedule and then later to an activity. For other pupils, there will probably be a transition area on the table or a wall where the pupil goes to ﬁnd out what activity is next.
Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion by Gary Mesibov, Marie Howley, Signe Naftel