By Gary Mesibov, Marie Howley, Signe Naftel
This ebook explains how you can open up the curriculum to students who've autistic spectrum problems. the actual problems skilled via scholars are mentioned in direct relation to precise parts of the curriculum, together with: middle and starting place topics, PSHE, citizenship and broader facets resembling holiday instances and assemblies. The authors exhibit the reader how dependent educating can allow scholars with ASD to entry the curriculum in a significant means and supply many sensible techniques to facilitate this strategy. This publication will gain these on professional autism classes, all companies of autism-specific education and the various lecturers and educating assistants operating with autistic students who're soliciting 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
Leila spends the majority of her time in the specialist classroom, but also integrates into mainstream classes for some lessons. Integration In the mainstream classroom, Leila has an independent work area in a corner of the classroom. The teacher has set up two working spaces within this area so that Leila is not singled out. The area is known as ‘the ofﬁce’ and children with other special educational needs are able to use ‘the ofﬁce’ on a rotating basis. The class teacher has found this to be a useful strategy to encourage children with poor concentration to develop independent work skills, for example during independent work in the literacy hour.
He is allowed to use his earplugs when the noise becomes too difﬁcult for him to cope. Adam is allowed to sit in the same seat, at the periphery of the eating area. This is indicated with a ‘reserved’ label, as used for visitors and others at lunchtimes. When he is feeling most stressed, Adam is allowed to take his lunch to his base room. These strategies enable Adam to begin to fully participate in what is potentially for him a stressful activity. Conclusion All schools should be working to overcome potential barriers to learning in order to provide opportunities for pupils to access the curriculum.
The pupil takes the name card, goes to the transition area where the schedule is kept, and then proceeds to the next activity as indicated on the schedule. For some pupils the schedule can be portable, such as a clipboard indicating the daily activities or a regular daily calendar listing the sequence of activities. Portable schedules will typically be used by more capable pupils in mainstream settings or for pupils integrating into other classes or schools. These schedules allow pupils to understand exactly what will be expected throughout the day and to move from activity to activity independently.