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ASD
Communication
Characteris
tics
Able to communicate
adequately using long,
complex sentences with
correct grammar. However,
the student has not yet
mastered other pragmatic
skills, such as the ability to
maintain eye contact,
use/interpret facial
expressions and gesture
appropriately.
Implications for
communicative
conversational skills: Not
contributing to class
discussions because of
Implication
s
Social Interactions
Sensory Processing
In my students HFA
case she was able to
establish a group of
friends who also had
ASD, who all had an
interest in drawing
(Art).
Very
interested/fixated on
Manga/Anime
illustration (Art).
Information
Processing and
Learning Styles
Needs very
explicit and
sequential step by
step guidance to
process
information.
Visual/Spatial
Intelligence.
Unable to feel
rewarded by the social
Interaction
surrounding
schoolwork because of
Difficult to engage
and interest them in
topics other than the
topic they are fixated
on.
Teachers need to be
weary and pre-empt
anxiety attacks; and
prevent them from
happening.
As teachers we
need to adjust our
pedagogy to
address the
learning style of
Strategies
anxiety to contribute;
based on previous
experience.
School/Teacher
Support:
- School might need to
employ a full time
teacher aide to assist
the child in the
classroom which could
impact on funding of
the school.
- Professional
Development to
educate teachers
about Autism.
Role plays and
activities for which
social skills, need to be
practiced and
integrated into
everyday classroom
activities (Bochner,
Duchesne, Krause and
McMaugh, 2010).
School/Teacher
Support:
- School might need to
employ a full time
teacher aide to assist
the child in the
classroom which could
impact on funding of
the school.
- Professional
Development to
educate teachers about
Autism.
When there are
changes in routine,
ensure to give plenty of
warning in advance to
prevent distress. Also
use visual aids to assist
in the understanding of
change.
Social Stories:
teaches students
about social situations,
how to identify them
Build of Strengths:
When you recognise
and build on the
strengths, interests and
each student.
Instructions need to
be very concise,
clear, explicit and
organised in a way
that will assist this
case study student
in processing
information.
School/Teacher
Support:
- School might need
to employ a full
time teacher aide
to assist the child in
the classroom
which could impact
on funding of the
school.
- Professional
Development to
educate teachers
about Autism.
Pedagogy will
need to be
differentiated.
Use visual cues:
situations.
Using visual cue cards
for the student to
request a break when
they feel anxious. Or the
teacher could distribute
a card my pre-empting
and preventing an
anxiety attack. The card
will allow for the student
to have a break from the
class (Autism Tips,
2015).
Avoid pressuring the
student to perform
(Carpenter, 2010).
Analyse and
understand how the
case study student
communicates feelings,
thoughts, wants and
needs (Carpenter,
2010).
Buddy up. Allow for
students to assist the
ASD student to reduce
anxiety (E.g.
transitioning from one
class to another may be
stressful for the student
Support everything
you say visually to
assist their
understanding, to
create a positive
learning interaction
and experience
(Carpenter, 2010).
Most useful
resource expertise
and knowledge of
the ASD students
parents.
- Communication and
Language: used to
engage the students
(refer to the strategies
addressed for the
communication column
in this table).
Transitioning between
tasks: supporting
students.
Most useful resource
expertise and
knowledge of the ASD
students parents.
with ASD).
Most useful resource
expertise and
knowledge of the ASD
students parents.