The document discusses social understanding interventions for learners with autism spectrum disorders. It mentions theories of social learning, cognitive styles, social stories and semantic maps to develop social knowledge. It also discusses strategies like clarity of expectations, feedback and interaction to support social skills development for individuals with autism.

2. Theoretical underpinnings for interventions to develop social understanding amongst learners within the autistic spectrum. Hillingdon Autistic Care and Support Mike Blamires, Principal Lecturer Canterbury Christ Church University

3. The Context: Putting theory to work for learners with Autistic Spectrum Disorders and their teachers, their helpers and their carers.. A useful website… www.canterbury.ac.uk/xplanatory/

4. Extending horizons: A developmental model of inclusion:

5. Is it a good career move to have a label of autism ? E thical D imensions… L abels and B aggage Is the label a signpost to understanding ?

6. Learning Components of a social model of learning (Etienne Wenger 1997) practice Learning as doing community Learning as belonging meaning Learning as experience identity Learning as becoming

7. Gray’s Water Balloon Survey Imagine yourself at 9 years old. In the front yard of your home there is a large wonderful climbing tree. This tree extends over the sidewalk below. If you climb into the tree and stay very quiet, people passing by under the tree do not know you are there. One day, you decide to surprise people by dropping water balloons on them from the tree. Your aim is 100%. What follows is a list of people who pass under the tree that day. For each person listed, rate the decision to drop the balloon on the following scale: 1 – No Risk 2- Somewhat Risky 3 – Risky 4 – Definite Risk 5 - I am not going to drop the balloon Your older brother (age 12) Your younger sister (age 5) A girl you do not know (age 4) Mum Dad Your best friend Mrs Woods (a neighbour) Your Rabbi, Priest or Minister Next door’s dog The neighbourhood bully (age 9) a baby in a push chair

8. Strategy 1: Clarity of what is expected Strategy 2: Predictability / Novelty Strategy 3: Feedback (Reward System) Strategy 4: Interaction/ group work Available time for tasks Strategy 6: negotiation/conflict (Choice) Strategy 7: level of work (Complexity) Strategy 8: Modality Strategy 9: Language demand The 9 Key Strategies (?) Strategy 5:

10. Do you mind ? Mind out ! Don’t mind me ? You must be out of your mind ! I’ll mind the store. Never mind the buzzcocks! I don’t mind if you do ? Can you mind the baby ? Mind the gap. If you don't mind…

14. Social Language Thought & Behaviour Distractibility Difficulty in generalising Sequencing Difficulties Organisational Difficulties Love of Routine Impulsiveness Semantics Pragmatics Pedantic/literal Aloof/Odd Withdrawn/passive Elaborate / little or no language Pointing

16. Stefan, would you like to stop talking with Freda and Vanya and get on with your work ?

17. Please Leave ! Grey as a mouse, As Big as a house, Nose like a snake, I make the earth quake, With horns in my mouth, I walk in the south. What am I ?

18. An illustration derived from a comic strip conversation after Carol Gray

37. Semantic map supported by drawings (after Myles & Simpson, 1998) Dogs Cats

38. Circle Semantic map supported by drawings (after Myles & Simpson, 1998) sheep llama dog guinea pig mouse pig Mammals

39. Maybe after school, I will have an ice cream Thoughts: Words and pictures of the mind. Other people have thoughts.

42. Combinations of colours : Confused Conversation Colours BROWN: Comfortable, cozy BLUE: Sad, uncomfortable PURPLE: Proud YELLOW: Frightened BLACK :Facts, things we know ORANGE: Questions RED: Bad ideas, teasing anger, unfriendly GREEN : Good ideas, happy, friendly Carol Gray (1994)

43. Go on , jump into that big puddle. It will be fun . What colours should these words really be ? (Green is good and fun Red is teasing, unfriendly, bad idea)

44. When two people are already talking Interrupt : When words bump into words from other people

45. When someone is not finished talking Interrupt : When words bump into words from other people

46. When someone talks just to me. Listen : Keeping my ears ready to hear words that other people say.

47. Listening as part of a group. Listen : Keeping my ears ready to hear words that other people say.

48. Cognitive Imperialism or the defence of standards ? Just who is being Autistic here? M oral D imensions…

51. ‘ It is the beginning of a new year and I am once again having a difficult time explaining my Autistic spectrum related learning needs to professors. When I mention auditory processing, people seem to think this means I’m deaf and they start to shouting in my ear (that’s physically painful). When I try to explain Aspergers, I’ve had professors act like I’ve got ADHD or they treat me like I am not smart (that’s emotionally painful). I think it is hard for people to understand that a person with a cognitive disability could be in University; or that a University student could have a cognitive disability’ M oral D imensions…

52. ‘ I can’t do eye contact and think/listen/talk at the same time. Pretending I can makes me very anxious and overwhelmed, this results in me creating a normal impression to others but I have no idea what we talked about and am not prepared for things that I have agreed to do.’ M oral D imensions…

59. Vignette 1 : Simon.

65. Vignette 2 : Martin

66. Vignette 2 : Martin

67. Vignette 2 : Martin

68. Vignette 2 : Martin

69. Vignette 2 : Martin