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Supporting learners with autism and aspergers

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Supporting learners with autism and aspergers

  1. 1.  Explore the differences and shared characteristics between Autism and Asperger‟s Syndrome Investigate a range of evidence based strategies and interventions that can be deployed in the support of people with autistic spectrum disorders. Become aware of the Autism Act
  2. 2.  In 1911 Autism was first used to describe a key symptom of schizophrenia – social withdrawal. Autism means selfism. In the 1940‟s Kanner observed that some patients did not exhibit all the symptoms of schizophrenia – “infantile autism” Also in the 1940‟s Hans Asperger noted that unlike schizophrenic patients children with autism did not show disintegration of personality – they are not psychotic instead they show a lesser or greater degree of autism.
  3. 3.  Autism is on a continuum 1981 Wing used the phrase „Asperger‟s Syndrome‟ to describe a distinct subgroup of autism
  4. 4.  IQ can be anywhere on the scale There is language delay Significant difficulties connecting socially Perceptual difficulties – over sensitive to sound and touch Likely to be under sensitive to pain and temperature.
  5. 5.  Easily overloaded by stimulation Can display self calming behaviours – rocking, flapping, spinning Autism may run through the male gene.
  6. 6.  The Act places a duty on the Government to produce an Autism Strategy for Adults with Autism living in England by March 2010 A second duty was to produce statutory guidance for Local Authorities and Health bodies on implementing the Autism Statagy by the end of 2011
  7. 7.  Males much more likely to be affected 12:1 1 in every 330 children Affects people in the average to upper ability range A neurological condition that affects brain development
  8. 8.  Impairment of language and communication Impaired social interaction Rigidly of thought and behaviour (imagination) Motor clumsiness (in some cases)
  9. 9.  Difference in IQ – In Autism the person is likely to have additional learning difficulties where in AS they are likely to above average IQ Language delay – In Autism there is language delay (not using words by 2) In AS language develops normally. Both share communication difficulties, repetitive behaviour and narrow interests.
  10. 10.  The key is to be as straight forward as possible and to use visual prompts/clues to aid understanding. Visual processing and thinking are normal for ASD People on the spectrum do not use verbal strategies to memorise information and seldom use any verbal strategies
  11. 11.  Teach appropriate opening comments Use video taped conversations Use comic strip conversations to teach skills related to specific problems Pause between instructions and check for understanding
  12. 12.  Limit discussions and questions that persevere too long Set firm expectations and allow opportunities for the student to pursue their interests.
  13. 13.  Provide clear expectations and rules for behaviour Use social stories Educate peers about how to respond to this disability in social interaction Teach students how to monitor their own behaviour Model and Practice appropriate personal space
  14. 14.  Prepare students for change as far in advance as possible. Set up a routine then sabotage it!
  15. 15.  The Act places a duty on the Government to produce an Autism Strategy for Adults with Autism living in England by March 2010 A second duty was to produce statutory guidance for local Authorities and Health bodies on implementing the Autism Strategy. The Autism Strategy is not enshrined in law – No legal duty!
  16. 16.  1. Training of front line public sector staff who provide services to people with Autism 2. Identification and diagnosis of autism in adults, leading to a needs assessment 3. Planning in relation to the provision of services to people with autism as they move from being children to adults 4. Local planning and leadership in relation to the provision of services for adults with autism.
  17. 17.  Use graphic organisers Break tasks down Check for understanding Avoid verbal overload Provide an exit strategy in times of stress – time out/quiet place

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