This document discusses an autism project funded by the European Commission. It focuses on problems, approaches, experiences with different approaches, materials used, and weblinks and pictures related to autism. However, the views expressed do not necessarily represent those of the European Commission.
The document outlines the schedule and agenda for a project meeting taking place in Belgium from Monday to Thursday, with arrival and departure days on Friday and Monday. The schedule includes pickups from the hotel, project meetings, school tours, meals, and social activities each day. The draft agenda discusses replanning project themes, visits, and tasks, as well as general agreements around reservations, programs, costs, reports, and deadlines.
This document describes a network of teachers from Italy, Turkey, Ireland, Romania, and Belgium who are collaborating on a project about educating students with autism between ages 0-18. The goals are to exchange information, methods, materials, and best practices. Partners will share resources through an online community site, meetings, and study visits. They will discuss topics like teaching techniques, diagnoses, and social skills. The project aims to combat isolation, share proven practices, and open doors to international perspectives on autism education.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
1. The document outlines the social skills curriculum for Level 3 students. It includes lessons on social skills that are integrated into various subjects, as well as field trips and special project days.
2. Specific lessons from the "Keys to Life" coursebook are taught once a week for an hour over the first three years and cover topics like self-awareness, friendship, anger management, and diversity. Field trips are taken a few times over five years to practice social skills in different environments.
3. Extra support is provided to students with autism, including an autism coach and smaller group sizes to help with social skills like understanding school expectations, feelings, bullying, hygiene, and preparing for work training.
This document discusses an autism project funded by the European Commission. It focuses on problems, approaches, experiences with different approaches, materials used, and weblinks and pictures related to autism. However, the views expressed do not necessarily represent those of the European Commission.
The document outlines the schedule and agenda for a project meeting taking place in Belgium from Monday to Thursday, with arrival and departure days on Friday and Monday. The schedule includes pickups from the hotel, project meetings, school tours, meals, and social activities each day. The draft agenda discusses replanning project themes, visits, and tasks, as well as general agreements around reservations, programs, costs, reports, and deadlines.
This document describes a network of teachers from Italy, Turkey, Ireland, Romania, and Belgium who are collaborating on a project about educating students with autism between ages 0-18. The goals are to exchange information, methods, materials, and best practices. Partners will share resources through an online community site, meetings, and study visits. They will discuss topics like teaching techniques, diagnoses, and social skills. The project aims to combat isolation, share proven practices, and open doors to international perspectives on autism education.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
1. The document outlines the social skills curriculum for Level 3 students. It includes lessons on social skills that are integrated into various subjects, as well as field trips and special project days.
2. Specific lessons from the "Keys to Life" coursebook are taught once a week for an hour over the first three years and cover topics like self-awareness, friendship, anger management, and diversity. Field trips are taken a few times over five years to practice social skills in different environments.
3. Extra support is provided to students with autism, including an autism coach and smaller group sizes to help with social skills like understanding school expectations, feelings, bullying, hygiene, and preparing for work training.
This document discusses social skills training for individuals with autism. It covers:
1. Social skills training in small groups to discuss topics like emotions, feelings, and activities. Pupils can give opinions and bring up problems to solve.
2. Creating step-by-step schemes and reminder cards for individuals to work on skills like what to do when finished with work or table manners.
3. Having individual talks for older pupils to discuss more personal problems privately like family or school issues. Rules are written down for these talks.
4. Preparing work training more thoroughly by clarifying anything unclear and using helpful tricks. An ASS coach evaluates the experience along with the pupil and teacher. Extra exercises are
The document outlines the vision and guidelines for teaching social skills and addressing relationships and sexuality to students in Training Level 1 (TL1) at the Sint-Janshof school. It discusses components like communication, self-reliance, and meaningful free time. It provides guidance on maintaining appropriate physical distance, addressing teachers, expressing affection, gym class, toilet use, puberty, relationships, independence, sex education, procreation, masturbation, homosexuality, and out-of-school activities. Examples are given of addressing social interaction issues and promoting positive behavior through individualized reinforcement systems.
The document discusses several questions related to education for students with autism in Belgium. It addresses:
1) How the three levels of special schools are determined and the process for reconsidering a student's level. Teachers and the student counseling center can suggest moving a student to a different level.
2) That most regular schools in Belgium accept students with high-functioning autism, though support varies between schools.
3) The importance of good relationships between schools, counseling centers, parents, and social services. Parents have final say over special needs schools but usually agree with recommendations.
4) Challenges in communicating with foreign parents who don't speak the language, and efforts to overcome language barriers.
Fences is a desktop structuring program that allows users to organize their desktop icons into labeled fences or sections for easier navigation. An installation manual provides instructions for setting up the Fences program. More information about Fences, including its licensing terms and a presentation about its features, can be found on listed websites.
The document describes the different types of special education provided in Belgium, including for students with mental handicaps, behavioral issues, physical handicaps, blindness/vision issues, speech/hearing disabilities, and learning difficulties. It focuses on the Sint-Janshof special secondary school and outlines their education levels and vocational training programs, which prepare students for independent living, protected work environments, and the general labor market. Support services are provided for students with autism spectrum disorder to help them reach their educational goals.
The document discusses support programs for students with Pervasive Developmental Disorder (PDD) in a normal school environment. It outlines several support strategies, including developing personal profiles of students' sensory needs and strengths/weaknesses; extra social skills training; adjusting curriculum, standards, and worksheets; vocational training with simplified instruction; work placement screening and preparation; and extending supports like seclusion spaces and coaching for teachers. The overall goal is to safely integrate and support PDD students through individualized education plans.
This document discusses social skills training for individuals with autism. It covers:
1. Social skills training in small groups to discuss topics like emotions, feelings, and activities. Pupils can give opinions and bring up problems to solve.
2. Creating step-by-step schemes and reminder cards for individuals to work on skills like what to do when finished with work or table manners.
3. Having individual talks for older pupils to discuss more personal problems privately like family or school issues. Rules are written down for these talks.
4. Preparing work training more thoroughly by clarifying anything unclear and using helpful tricks. An ASS coach evaluates the experience along with the pupil and teacher. Extra exercises are
The document outlines the vision and guidelines for teaching social skills and addressing relationships and sexuality to students in Training Level 1 (TL1) at the Sint-Janshof school. It discusses components like communication, self-reliance, and meaningful free time. It provides guidance on maintaining appropriate physical distance, addressing teachers, expressing affection, gym class, toilet use, puberty, relationships, independence, sex education, procreation, masturbation, homosexuality, and out-of-school activities. Examples are given of addressing social interaction issues and promoting positive behavior through individualized reinforcement systems.
The document discusses several questions related to education for students with autism in Belgium. It addresses:
1) How the three levels of special schools are determined and the process for reconsidering a student's level. Teachers and the student counseling center can suggest moving a student to a different level.
2) That most regular schools in Belgium accept students with high-functioning autism, though support varies between schools.
3) The importance of good relationships between schools, counseling centers, parents, and social services. Parents have final say over special needs schools but usually agree with recommendations.
4) Challenges in communicating with foreign parents who don't speak the language, and efforts to overcome language barriers.
Fences is a desktop structuring program that allows users to organize their desktop icons into labeled fences or sections for easier navigation. An installation manual provides instructions for setting up the Fences program. More information about Fences, including its licensing terms and a presentation about its features, can be found on listed websites.
The document describes the different types of special education provided in Belgium, including for students with mental handicaps, behavioral issues, physical handicaps, blindness/vision issues, speech/hearing disabilities, and learning difficulties. It focuses on the Sint-Janshof special secondary school and outlines their education levels and vocational training programs, which prepare students for independent living, protected work environments, and the general labor market. Support services are provided for students with autism spectrum disorder to help them reach their educational goals.
The document discusses support programs for students with Pervasive Developmental Disorder (PDD) in a normal school environment. It outlines several support strategies, including developing personal profiles of students' sensory needs and strengths/weaknesses; extra social skills training; adjusting curriculum, standards, and worksheets; vocational training with simplified instruction; work placement screening and preparation; and extending supports like seclusion spaces and coaching for teachers. The overall goal is to safely integrate and support PDD students through individualized education plans.