NO MONEY FOR CLASSROOM SUPPORT: EFFECTIVE CLASSROOM DIFFERENTIATION FOR THE STUDENT ON THE AUSTISM SPECTRUM By RONNIE YOUNG 1 NEOMORPHOSIS: [email protected]

NEOMORPHOSIS: [email protected]

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NO MONEY FOR CLASSROOM SUPPORT: EFFECTIVE CLASSROOM

DIFFERENTIATION FOR THE STUDENT ON THE AUSTISM SPECTRUM

By

RONNIE YOUNG


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WHAT EVERY STAFF MEMBER SHOULD KNOW

What are the implications of having THAT AS student in THAT class?

How does AS affect THAT student?

What are THAT student’s triggers?

How does the student self-soothe?

What does the student need to know as pre-requisites?

What may be different in your classroom practice from what s/he has experienced already?

How much help will be needed with organisation/study skills?

Are there any social issues?

Is there any support? How will it be arranged?

How will you ensure consistency?


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COPING WITH CHANGE

• Do what you can to warn your student of any change –

• But don’t give too much notice• Short-term ideas:


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TIMETABLE – week beginning ……………………………………………………………

9-10 10-11

11-12

12-1 1-2 2-3 3-4 4-5 5-6 6-7 7-9 9-10

MONDAY PHYSICS L101Mr James

Blue file, pencil case, calculator,ruler, notebook

FREELibrary – Physics

homeworkBlue file, pencil case, calculator, ruler, homework book

L

MATHS E10MechanicsMrs Cope

Yellow file, pencil case, ruler, calculator, textbook

GOHOME

EAT AND WATCH TV.

Continue Physics Assignment

TUESDAY MATHSPure E2Mr GulYel. FileRulerCalc.P.C.

BIOLOGY Lab 9Dr Brewer

Red file, pencil. Case, lab coat, goggles, notebook

U GO HOME

REVISE BIOLOGY

EAT AND WATCH TV.

Go to the gym

WEDNESDAY

TUTORIALD16Note book

PHYSICSL104Mr JamesBlue filePC, Calc,nb HWK

FREELibrary – revise biology

Red file, pencil case, ruler, notebook

NBIOLOGY

LAB 3Dr Brewer

Red file, pencil case,, pencils,

notebook

ROOM CHANGE THIS WEEK ONLY

GOHOME

EAT AND WATCH TV

Maths Assignment

THURSDAY

BIOLOGYE2 Dr BrewerRed file, PC, note book

PHYSICS L101 Mr James

Black file, pencil case, calculator, ruler, notebook

C I.T.

Learning CentreMary Smith

Green file, discs, textbook

GO HOME

EAT AND WATCH TV

Revise Biology and STOP at 10

FRIDAY MATHS E10Pure – Mr Gul

Yellow file, ruler, calculator, pencil case, notebook

HMATHSMechs. E10Mrs CopeYellow file, NB, PC, ruler

BIOL.E2Dr BrewerRed file, NB, PC

GO HOME

EAT AND WATCH TV

Go to the gym

Do weekend timetable


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OTHER STRATEGIES FOR CHANGE• Daily or weekly timetable• Meet with your student twice daily to give changes• Make sure student has timetable of “significant

other” in case of unscheduled changes• Talk over contingency strategies with your student –

flow-charts are useful. Reinforce them constantly.• Make sure contingency strategies are included in tasks


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GIVING INSTRUCTIONS AND/OR HOMEWORK

• Make sure all instructions are written down (not copied from the board or dictated)

• A printed handout works well• Include a checklist of needed materials• Ask your student to tell you what s/he thinks s/he

has to do• Highlight and organise important information• Reorganise worksheets/exercises to give as few

problems/activities as possible


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YOUR STUDENT SHOULD BE ABLE TO ANSWER:

1. What am I expected to do?

2. How much am I expected to do?

3. How will I know when I have finished?

4. What do I do next?


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COMMUNICATION ISSUES

• Make sure all communication is clear, concise and unambiguous:- take out your books

- go and wash your hands in the toilets- pull your socks up- keep your eye on the ball at all times- has the cat got your tongue?

- I’ll murder you if you do that again- you’ll freeze to death if you go outside without a coat


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COMMUNICATION ISSUES

• Teach the difference between metaphorical and literal language as early as possible and practise it over and over again

• If your student is looking puzzled or worried, explain what you mean

• Encourage your student to indicate if they feel puzzled or worried

NEOMORPHOSIS: [email protected] 10

EXAMINATION QUESTIONS1. Can you label this diagram?

2. Julius Caesar conquered Britain in 55 BC. How long ago was that?

3. How would you prioritise these reasons for London being a major tourist centre?a) historical buildingsb) famous theatresc) high quality shopping areasd) eateries of all nationalitiese) excellent transport linksf) beautiful architecture

anode


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PREPARING FOR EXAMINATIONS• Practise interpreting exam questions as early as

possible• Make sure internal examination questions are

unambiguous (ask your AS students to interpret what you have written!)

• Clear revision timetable, preferably weekly• Make examination conditions as common place as

ordinary lessons• Introduce the exam place early• A separate room is best, preferably with someone the

student knows• Provide methods of timing individual questions


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EXAM CONCESSIONS• Make sure needed concessions are written into

diagnosis or statement• Accommodate accompanying learning disabilities –

e.g extra time, printing on coloured paper• Can request simplified questions• You decide what is needed and make the request –

exam boards come under disability law• If having no luck, contact Equalities and Human

Rights Commission (www.equalityhumanrights.com) – 1845 604 6610

http://www.equalityhumanrights.com/


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COGNITIVE AND NON-VERBAL COMMUNICATIONS

• Body language• Mind-reading• Understanding others’ thoughts and

feelings• Lateral thinkers – problem solving

differences• Facial expressions• Tone and intonation• Bombardment of thoughts• Having to think of too many things at once


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OBSESSIONS

Use the obsession constructively:• Never take it away as a punishment• Use it to alert you there is a problem• Use it to access the curriculum• Use it to raise self-esteem• Use it as an entry into working life


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PROBLEMS WITH GROUP WORK

• My student can’t (or won’t ) work with others

• The other students can’t (or won’t) work with this student


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THE GROUP WORK PROBLEMS• AS student switches off• AS student tries to dominate• AS student follows own agenda• AS student is bored• AS student does not know HOW to work in a group• Group is too big so AS student is made to be

proactive to be heard• Group is too small so AS student is made to be

proactive to contribute


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SOME GROUP WORK STRATEGIES• Does student HAVE to work in the group? Would

his/her work and/or progress be better if it was done alone?


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MORE GROUP WORK STRATEGIES• A group does not have to consist of more than 3

people• Handpick them• Give each person a role• Use the strengths of the AS student• Give the role of scribe• Teach group etiquette - AS

students cannot just pick it up


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APPROPRIATE TASKS AND STRATEGIES• Nothing that involves social imagination “Imagine

you are a Roman Centurion”, “How far do you empathise with Lady Macbeth?”

• Better: What role did Lady Macbeth have in Macbeth’s crimes?

• Nothing that involves simulated tasks “Get into groups and work out how you would build this bridge”

• Better: Design a bridge which has the following specifications and which can withstand these conditions”


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APPROPRIATE TASKS AND STRATEGIES• Break down tasks into bitesize chunks – go through

task with student and help him/her to do this for her/himself. Then timetable these chunks

• Lots of checklists as required• Visual learners and very poor planners• As much structure and routine and as little choice as

possible• CONSISTENCY• As much explanation as needed• Emphasise students’ strengths and work around

these whilst individualising needs


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AND FINALLY......• Use AS differences as strengths (can work alone,

deep interests, lateral thinker)• Independent learners!• Extraordinarily good memory• Loyal and honest students – no guile• Usually obedient, focused, reliable, dedicated and

punctual• Usually try very hard• All these suggestions are really just good teaching

and personalised learning.

Documents

NO MONEY FOR CLASSROOM SUPPORT: EFFECTIVE CLASSROOM DIFFERENTIATION FOR THE STUDENT ON THE AUSTISM SPECTRUM By RONNIE YOUNG 1 NEOMORPHOSIS: [email protected]