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Inclusion Advisory Teacher

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1 Inclusion Advisory Teacher
TEACCH Workshop 22/10/09 Miriam Nadarajah, Inclusion Advisory Teacher

2 What is TEACCH? TEACCH is an evidence-based service, training, and research programme for individuals of all ages and skill levels with autism spectrum disorders. Established in the early 1970s by Eric Schopler and colleagues, the TEACCH program has worked with thousands of individuals with autism spectrum disorders and their families. Autism is presented as a culture: in what ways do we adapt to interact with people from other cultures?

3 Division TEACCH: Treatment and Education of Autistic and related Communication-handicapped Children
Aims: The primary aim of the TEACCH programme is to prepare Autistic people to live or work more effectively at home, at school and in the community. Improved adaptation: through the two strategies of improving skills by means of education and of modifying the environment to accommodate deficits.  Parent collaboration: parents work with professionals as co-therapists for their children so that techniques can be continued at home. Structured teaching: it has been found that children with autism benefit more from a structured educational environment than from free approaches.

4 Learning Style Some characteristics:
Stronger visual learners - may think in pictures rather than words Difficulties with sequencing Narrow beam – may focus on detail or area of interest Difficulties with multiple perspectives – joint attention Theory of mind – cannot ‘mind read’ More time is needed for processing Time and organisational problems – need predictability with clear beginnings and ends Problems with engaging attention and then disengaging Difficulties with sensory over of under stimulation – may need breaks from stimulation to prevent outbursts

5 How would a person with autism describe their learning style?
Show me, don’t tell me. “Walk straight on up to the end of this road, turn left and then take the second left and it’s just there on the right.”

6 “Give me time to process.”
Put two in your head, and count on two What is two plus two? Are you listening? Come on, what is two add two? Use your number line

7 “I am not a multi-tasker but rather single channelled.”
“Have you eaten your sandwich?” “Finish your milk” “Don’t spill any when you get up” “Line up when you’ve finished”

8 “Lots of noise, light, heat, smells, texture or other stimulation can greatly disrupt me.”

9 They are wearing scarves.
“Details are my strength, concepts and meanings give me more problems.” They are wearing scarves. What time of year is it? Why are they wearing scarves?

10 “If you do not organise and structure things for me, I will do it myself and you will find it hard to change what I have done.”

11 “I have a good memory, but not a good sense of sequence.”
“Knowing what to expect is important to me. I hate uncertainty and ambiguity.”

12 Fruit Swing Hoop Finished
“If you don’t tell me what to expect, I will make my own assumptions based on what occurred last time.” Fruit Swing Hoop Finished Playtime?

13 “If you can help me make sense of what you are requesting or what I am doing, my performance goes way up.”

14 The basic TEACCH principle is Structured Teaching:
Physical organization Scheduling Flexible grouping Curriculum adapted to IEP goals Relaxation opportunities

15 Physical Organisation:
Develop areas based on the curriculum Clear visual and physical boundaries Material and contextual cues Minimize distractions and stimulation: placement/barriers Teaching and independent work areas Establish a routine: associate activities with specific areas or places

16 Examples in Camden:

17 Schedule: Visual cues to indicate what will occur and in what sequence
Objects, photos, symbols, words What work? How much work? Concept of finished? What happens next?

18 Examples in Camden:

19 The Where and the What: Schedule on wall shows where to go:
Work system tells what to do:

20 Activities with a clear finish:
not “I know what to do and I can see when I’m finished.” “I can keep going for as long as I like”



23 Focus on independence not next skill level
Teach the activity 1:1 Pupil can do at independent work area Pupil can do at group table Ready for next skill level

24 Preparing for a schedule change:
Introduce a symbol which means a change in the schedule Introduce in a positive way by substituting desired activity for undesired activity Even the unpredictable can be made predictable!

25 Relaxation and leisure time:
As adults, we have a lot of leisure time: they need to be good at it! Balance curriculum with time for relaxation/down time in specified area Encourage to choose activities for enjoyment

26 Teach Basic Facial Expressions
5 a Day Activities for any age, any level which will stimulate the development of key skills! Imitation Introduce as focus early on Games in morning group Motor (hand actions) easier than social (facial expressions) May imitate peers more than adults Joint Attention High interest activities (bubbles, lights) Lots of noise/excitement Teach them to show rather than give: “Show me the…” Pulling something out of a bag with huge gasp Sharing photos Reading Initiated Communication Request using whatever communication system May be more likely to request from adult than peers Teach Categories Have categorical minds but need rules Need to see many examples before can generalise Sorting activities Start with colours then using same materials sort by different categories Teach Basic Facial Expressions Enhances Theory of Mind



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