Upload
mike-blamires
View
1.608
Download
4
Tags:
Embed Size (px)
DESCRIPTION
Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses
Citation preview
The particular needs of students with an autistic spectrum disorder
Special educational needs and/or disabilitiesTraining toolkit
Session 10
Areas of need set out in the SEN Code of Practice
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
2
Learning outcomes
You will:− be familiar with the original ideas of Leo Kanner and
Hans Asperger− be able to recognise the similarities and differences
in the diagnosis of autism and Asperger syndrome− recognise how the triad of impairments links to
these ideas
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
3
Learning outcomes (continued…)
You will:− be able to identify practical strategies to create an
ASD-friendly learning environment− be able to remove barriers for students with an ASD
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
4
Questions
− How many people in 10,000 have an ASD?− Do more boys than girls have an ASD?
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
5
Answers
− It is estimated that one individual in every 100 will have an ASD
− It is estimated that over half a million people in the UK have an ASD
− There are at least four boys to every girl diagnosed with an ASD
Information from www.nas.org.uk
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
6
“Autism isn’t something a person has, or a ‘shell’ that a person is trapped inside… Autism is a way of being. It is pervasive. It colours every experience, every sensation, perception, thought, emotion and encounter, every aspect of existence. It is not possible to separate the autism from the person – and if it were possible, the person you’d have left would not be the same person you started with.”
Jim Sinclair, Don’t Mourn For Us, Autism Network international newsletter: Our Voice, volume 1, number 3, 1993
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
7
Learning outcomes
Trainees will:− become familiar with the original ideas of Leo Kanner
and Hans Asperger− recognise the similarities and differences in the
diagnosis of autism and Asperger syndrome− recognise how the triad of impairments links to
these ideas− identify the unique presentation of the triad in
different students
Activity 1
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
8
“Since 1938, there have come to our attention a number of children whose condition differs so markedly and uniquely from anything reported so far, that each case merits – and I hope will eventually receive – a detailed consideration of its fascinating peculiarities.”
Leo Kanner, Autistic Disturbances of Affective Contact, Nervous Child, 2, 1943, pages 217−250
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
9
Leo Kanner, 1943
− Inability to relate to people and social situations from early life, marked by profound ‘aloneness’
− Failure to use language to communicate
− An anxious and obsessive desire to maintain sameness
− A fascination for objects, which are handled with skill in fine motor movements
− Good rote memory
− Oversensitivity to stimuli
− Apparently good cognitive potential
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
10
“The children I will present all have in common a fundamental disturbance which manifests itself in their physical appearance, expressive functions, and indeed, their whole behaviour. This disturbance results in severe and characteristic difficulties of social integration. In some cases the social problems are so profound that they overshadow everything else. In some cases, however, the problems are compensated by a high level of original thought and experience.”
Hans Asperger, 1944, ‘Autistic Psychopathy’ in Childhood, in U Frith (ed), 1991, Autism and Asperger Syndrome, Cambridge University Press
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
11
Hans Asperger, 1944
− Social impairment – extreme egocentricity− Speech and language peculiarities− Repetitive routines− Motor clumsiness− Narrow interests− Non-verbal communication problems
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
12
The triad of impairmentsSocial understanding and relating
Flexible thinking and social imagination
Social communication
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
13
Questions
− In what ways are they similar?− In what ways are they different?− How do their descriptions fit in with the notion of a
triad of impairments?− How do you recognise the triad as manifesting in
any student you know with an ASD?
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
14
Learning outcomes
You will:− recognise aspects of the triad of impairments− understand how areas of the triad relate to inclusion− generate ideas about possible strategies
Activity 2
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
15
The triad of impairmentsSocial understanding and relating
Flexible thinking and social imagination
Social communication
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
16
Social understanding and relating
Impairment in the ability to understand social behaviour which affects interaction with others
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
17
Social understanding and relating
“Social interactions that come naturally to most people can be daunting for people with autism. As a child, I was like an animal that had no instincts to guide me; I just had to learn by trial and error. I was always observing, trying to work out the best way to behave, but I never fitted in… I wanted to participate, but did not know how.”
Temple Grandin, 1996, Emergence: Labeled autistic, Vintage
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
18
Impact of an impairment in social understanding
− Not understanding unwritten social rules− Not recognising others’ feelings− Preferring to be alone− Not seeking comfort from others− Appearing to behave ‘strangely’ or inappropriately
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
19
Social communication
Impairment in the ability to understand and use non-verbal and verbal communication
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
20
Flexibility of thought and social imagination
Impairment in the ability to think and behave flexibly, which may be shown in restricted, obsessional or repetitive activities or interests and difficulties in developing play skills
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
21
Difficulties with social imagination
People with an ASD often find it hard to:− understand and interpret other people’s thoughts,
feelings and actions − predict what will or could happen next − understand the concept of danger − engage in imaginative play − prepare for change and plan for the future − cope in new or unfamiliar situations
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
22
Other related features of ASDs
− Love of routine− Sensory sensitivity− Special interests− Learning difficulties
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
23
Learning outcome
You will understand the features of autism and Asperger syndrome
Activity 3
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
24
Autism and Asperger syndrome
Both groups share the triad of impairments with somedifferences in emphasis
Asperger syndrome
− Delay in language development unlikely− Some social communication difficulties− Cognitive function within the typical range
Autism
− Three-quarters of the population will have additional learning needs, some at a severe level
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
25
Additional features in Asperger syndrome
− Sensory sensitivities − ‘Savant ability’ (seen in about one in 10 of
the population)− Uneven developmental profile− Good rote memory− Circumscribed special interests− Motor coordination difficulties
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
26
Sensory sensitivities: auditory
“My hearing is like having a hearing aid with the volume control stuck on ‘super loud’. It is like an open microphone that picks up everything. I have two choices: turn the mic on and get deluged with sound, or shut it off.”
Temple Grandin
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
27
Sensory sensitivities: visual
“Together, the sharp sounds and the bright lights were more than enough to overload my senses. My head would feel tight, my stomach would churn, and my pulse would run my heart ragged until I found a safety zone.”
Liane Holliday Willey, 1999, Pretending to be Normal: Living with Asperger syndrome, Jessica Kingsley
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
28
Sensory sensitivities: olfactory
“(As a reaction to perfume) my mouth tasted like I had eaten a bunch of sickly smelling flowers.”
Donna Williams, 1994, Nobody Nowhere, Jessica Kingsley
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
29
Sensory sensitivities: taste and touch
“I was supersensitive to the texture of food and I had to touch everything with my fingers to see how it felt before I could put it in my mouth. I really hated it when food had things mixed with it, like… bread with fillings to make sandwiches. I NEVER, NEVER put any of it into my mouth. I knew if I did I would get violently sick.”
Sean Barron, 1992, There’s a Boy in Here: Emerging from the bonds of autism, Simon and Schuster
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
30
Unusual responses
“I pulled away when people tried to hug me, because being touched sent an overwhelming tidal wave of stimulation through my body. Small itches and scratches that most people ignored were torture.”
Temple Grandin
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
31
Savant ability
Skills often found in areas such as:− music− art − mathematical calculations− calendrical calculation
Found in one in 10 people with an ASD
L Wing, 1996, Autistic Spectrum Disorder
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
32
Learning outcome
You will understand the basics of creating an ASD-friendly learning environment
Activity 4
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
33
Inclusion as a process
“Inclusion is the process of including and educating a pupil within a mainstream school, where the school is able to recognise and assess the pupil’s particular needs and is willing and able to be flexible in how the curriculum is delivered and to adapt the routines and physical environment the pupil is expected to operate within.”
Glenys Jones, 2002, Educational Provision for Children with Autism and Asperger Syndrome: Meeting their needs, David Fulton
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
34
Research indicators of effectiveness
− Structured and task-orientated programme addressing academic and social competence
− Focus on communication and social skills− Explicit teacher intervention− Use of a range of strategies to improve skills and
address undesirable behaviours
Patricia Howlin, 1998, Children with Autism and Asperger Syndrome: A guide for practitioners and carers, Wiley, Chichester
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
35
Visual thinking
“I visualise verbs… Adverbs often trigger inappropriate images…
For example, ‘He ran quickly’ triggers an animated image of Dick from the first grade reading books fast, and ‘He walked slowly’, slows the image down. As a child I left out words such as ‘is’, ‘the’, and ‘it’ because they had no meaning by themselves…
To this day certain verb conjugations, such as ‘to be’, are absolutely meaningless to me.”
Temple Grandin
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
36
Clarity and order
− Let students know where their attention needs to be directed by reducing extraneous and unnecessary material
− Maintain a predictable physical environment: a place for everything and everything in its place
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
37
Low-arousal work areas
− Provide stimulus-free or distraction-reduced work areas
− Limit visual disturbance in these areas− Where possible use sound reduction options,
eg headphones− Ensure this is a ‘high-status’ option, eg by calling
it a study area that all students can use
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
38
Learning outcome
You will be able to identify and remove potential barriers for students with an ASD
Activity 5
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
39
Visual systems
− May include objects, part objects, photographs, drawings, symbols or text
− Use the means most appropriate to the child− Use simple text alongside other visual cues
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
40
Picture exchange communication system (PECS)
Pictures used with the permission of Pyramid Educational Consultants UK, Ltd. All rights reserved. Pyramid Educational Consultants UK Ltd, Pavilion House, 6 Old Steine, Brighton, BN1 1EJTel: +44 (0)1273 609555 Fax: +44 (0)1273 609556
Coat
Drink
Crisps
Dinner
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
41
Learning outcomes
You will:− know the value of structured, predictable routines− be able to help students with an ASD to develop social
understanding and cope with their feelings
Activity 6
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
42
Examples of routines
− Start of day routines, eg calling the register− Getting out equipment and stowing coats/bags − Handing in homework− Agreed teacher signals, eg for attracting the attention
of the class− End of lesson routines
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
43
“Many of my problems can be sidestepped by pre-planning. Schedules are very important to me. I need to know well in advance what is going to happen, how, who is involved and so on.
Any change of plan leads to frustration, powerlessness, anger and anxiety… Being late causes difficulties, but so does being early, and people who leave earlier or later than planned also make me feel uncomfortable.”
Dominique Dumortier, 2004, From Another Planet: Autism from within, Paul Chapman
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
44
Example visual timer
− A small arrow (or pencil, ruler) is moved along a large arrow to show how much time is left
− This example of a visual timer can be on the table in front of the student, or on the whiteboard
start stop
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
45
Learning outcome
You will be able to help students with an ASD to develop social understanding and cope with their feelings
Activity 7
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
46
The role of the social-emotional curriculum
“For pupils with autism their future quality of life is… likely to depend on the degree to which they can learn to live with and understand others than solely on any academic skills they may possess.”
R Jordan and S Powell, 1995, Teaching and Understanding Children with Autism, Wiley
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
47
Developing emotional literacy
Understand own feelings:− name feelings− relate to experiences− predict feelings− regulate feelings− manage feelings
Recognise feelings in others:− identify and name
feelings in others− link to possible causes− identify appropriate
responses
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
48
Frameworks for exploring feelings
− Develop a feelings diary or journal:“I feel (happy, sad, frightened, and so on) when I…”“When I feel (happy, sad, frightened, and so on) I can…”
− Art and drama activities, including mask work, can help explore the physical aspects of particular emotions
− Use resources, such as the software Kar2ouche: Social Communication, that allow students to ‘walk through’ situations that create particular emotions
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
49
Comparing happy and sad
− Sorting pictures, photographs, situations into happy and sad
− Identifying happy and sad music− Role-play, eg students guess the feeling being acted
out by a student through an activity (such as bouncing a ball)
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
50
Example of a visual gauge: degrees of anger
upset
calmirritated
cross
annoyed
angry
furious
Session 10The particular needs of students with an autistic spectrum disorder Areas of need set out in the SEN Code of Practice
51
Learning outcomes
You will:− reflect on the session− identify key points of action for yourself
Activity 8