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Causes:
dealing with stressors in inappropriate
ways.
Impact on focus and learning.
SPECIFIC LITERACY TEACHING AND LEARNING
STRATEGIES
Assistance: decoding, print awareness and word recognition = computer-assisted instruction:
Target concepts in gradual steps.
Combined attention retaining strategies: least intrusive prompts/reminders
Modifying tasks for student interests/preferred learning styles.
Reading comprehension: peer-tutoring, cooperative learning groups and procedures.
Reciprocal teaching: E.g., Text summariser - What happened in the text ?
Scaffolded with questions: what a character said, felt or implied.
Written language difficulties spelling difficulties less complex writing.
Sight words Tiered spelling groups
Scaffolded computer presented video models Multimodal texts
SPECIFIC NUMERACY TEACHING AND LEARNING STRATEGIES
Assistance: mathematical computation skills, counting, time management and money skills.
Concrete models – Visual/Tactile
Empty number line – breaks down process visually/links to mental strategies
Direct/explicit instruction – think alouds lead to automatisation
Schema based strategy – Connecting learning / not taught in isolation
Assistance: How to solve a problem: Thinking questions:
1- Find the problem sum – is it multiplication, division, addition or subtraction ?
2- Break it into easy steps (what do I do 1st…. ?)
3- Solve the problem (use aides – multiplication table)
OVERALL – AUTISM SPECTRUM DISORDER
Diverse learning needs and styles including:
Social interaction, impairment in communication and their restrictive, repetitive, stereotypical
behaviors and interests (Spencer et.al, 2014, p. 331).
Adaptations, adjustments and interventions:
communication devices – computer or paper based
extra time
Aids – timetable charts/thinking questions/alphabet chart/cue cards
guided social interaction - behaviour matrix in colours (green/yellow/red)
explicit teaching and RTI
collaborative peer group work
scaffolding.