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NO MONEY FOR CLASSROOM SUPPORT: EFFECTIVE CLASSROOM DIFFERENTIATION FOR THE STUDENT ON THE AUSTISM SPECTRUM By RONNIE YOUNG 1 NEOMORPHOSIS:

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Presentation on theme: "NO MONEY FOR CLASSROOM SUPPORT: EFFECTIVE CLASSROOM DIFFERENTIATION FOR THE STUDENT ON THE AUSTISM SPECTRUM By RONNIE YOUNG 1 NEOMORPHOSIS:"— Presentation transcript:

1 NO MONEY FOR CLASSROOM SUPPORT: EFFECTIVE CLASSROOM DIFFERENTIATION FOR THE STUDENT ON THE AUSTISM SPECTRUM By RONNIE YOUNG 1 NEOMORPHOSIS: ronnie.young@blueyonder.co.uk

2 WHAT EVERY STAFF MEMBER SHOULD KNOW NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 2 What are the implications of having THAT AS student in THAT class? How does AS affect THAT student? What are THAT student’s triggers? How does the student self-soothe? What does the student need to know as pre- requisites? What may be different in your classroom practice from what s/he has experienced already? How much help will be needed with organisation/study skills? Are there any social issues? Is there any support? How will it be arranged? How will you ensure consistency?

3 COPING WITH CHANGE Do what you can to warn your student of any change – But don’t give too much notice Short-term ideas: NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 3

4 TIMETABLE – week beginning …………………………………………………………… 9-1010 - 11 11- 12 12-11-22-33-44-55-66-77-99-10 MONDAY PHYSICS L101 Mr James Blue file, pencil case, calculator,ruler, notebook FREE Library – Physics homework Blue file, pencil case, calculator, ruler, homework book L MATHS E10 Mechanics Mrs Cope Yellow file, pencil case, ruler, calculator, textbook GO HOME EAT AND WATCH TV. Continue Physics Assignment TUESDAY MATHS Pure E2 Mr Gul Yel. File Ruler Calc. P.C. BIOLOGY Lab 9 Dr Brewer Red file, pencil. Case, lab coat, goggles, notebook U GO HOME REVISE BIOLOGY EAT AND WATCH TV. Go to the gym WEDNESD AY TUTORI AL D16 Note book PHYSICS L104 Mr James Blue file PC, Calc,nb HWK FREE Library – revise biology Red file, pencil case, ruler, notebook N BIOLOGY LAB 3 Dr Brewer Red file, pencil case,, pencils, notebook ROOM CHANGE THIS WEEK ONLY GO HOME EAT AND WATCH TV Maths Assignment THURSDAY BIOLOGY E2 Dr Brewer Red file, PC, note book PHYSICS L101 Mr James Black file, pencil case, calculator, ruler, notebook C I.T. Learning Centre Mary Smith Green file, discs, textbook GO HOME EAT AND WATCH TV Revise Biology and STOP at 10 FRIDAYMATHS E10 Pure – Mr Gul Yellow file, ruler, calculator, pencil case, notebook H MATHS Mechs. E10 Mrs Cope Yellow file, NB, PC, ruler BIOL. E2 Dr Brewer Red file, NB, PC GO HOME EAT AND WATCH TV Go to the gym Do weekend timetable 4 NEOMORPHOSIS: ronnie.young@blueyonder.co.uk

5 OTHER STRATEGIES FOR CHANGE Daily or weekly timetable Meet with your student twice daily to give changes Make sure student has timetable of “significant other” in case of unscheduled changes Talk over contingency strategies with your student – flow-charts are useful. Reinforce them constantly. Make sure contingency strategies are included in tasks NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 5

6 GIVING INSTRUCTIONS AND/OR HOMEWORK Make sure all instructions are written down (not copied from the board or dictated) A printed handout works well Include a checklist of needed materials Ask your student to tell you what s/he thinks s/he has to do Highlight and organise important information Reorganise worksheets/exercises to give as few problems/activities as possible NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 6

7 YOUR STUDENT SHOULD BE ABLE TO ANSWER: 1.What am I expected to do? 2.How much am I expected to do? 3.How will I know when I have finished? 4. What do I do next? NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 7

8 COMMUNICATION ISSUES Make sure all communication is clear, concise and unambiguous: - take out your books - go and wash your hands in the toilets - pull your socks up - keep your eye on the ball at all times - has the cat got your tongue? - I’ll murder you if you do that again - you’ll freeze to death if you go outside without a coat NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 8

9 COMMUNICATION ISSUES Teach the difference between metaphorical and literal language as early as possible and practise it over and over again If your student is looking puzzled or worried, explain what you mean Encourage your student to indicate if they feel puzzled or worried NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 9

10 10 EXAMINATION QUESTIONS 1.Can you label this diagram? 2. Julius Caesar conquered Britain in 55 BC. How long ago was that? 3. How would you prioritise these reasons for London being a major tourist centre? a) historical buildings b) famous theatres c) high quality shopping areas d) eateries of all nationalities e) excellent transport links f)beautiful architecture anode

11 PREPARING FOR EXAMINATIONS Practise interpreting exam questions as early as possible Make sure internal examination questions are unambiguous (ask your AS students to interpret what you have written!) Clear revision timetable, preferably weekly Make examination conditions as common place as ordinary lessons Introduce the exam place early A separate room is best, preferably with someone the student knows Provide methods of timing individual questions NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 11

12 EXAM CONCESSIONS Make sure needed concessions are written into diagnosis or statement Accommodate accompanying learning disabilities – e.g extra time, printing on coloured paper Can request simplified questions You decide what is needed and make the request – exam boards come under disability law If having no luck, contact Equalities and Human Rights Commission (www.equalityhumanrights.com) – 1845 604 6610www.equalityhumanrights.com NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 12

13 COGNITIVE AND NON-VERBAL COMMUNICATIONS Body language Mind-reading Understanding others’ thoughts and feelings Lateral thinkers – problem solving differences Facial expressions Tone and intonation Bombardment of thoughts Having to think of too many things at once NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 13

14 OBSESSIONS Use the obsession constructively: Never take it away as a punishment Use it to alert you there is a problem Use it to access the curriculum Use it to raise self-esteem Use it as an entry into working life NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 14

15 PROBLEMS WITH GROUP WORK My student can’t (or won’t ) work with others The other students can’t (or won’t) work with this student NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 15

16 THE GROUP WORK PROBLEMS AS student switches off AS student tries to dominate AS student follows own agenda AS student is bored AS student does not know HOW to work in a group Group is too big so AS student is made to be proactive to be heard Group is too small so AS student is made to be proactive to contribute NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 16

17 SOME GROUP WORK STRATEGIES Does student HAVE to work in the group? Would his/her work and/or progress be better if it was done alone? NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 17

18 MORE GROUP WORK STRATEGIES A group does not have to consist of more than 3 people Handpick them Give each person a role Use the strengths of the AS student Give the role of scribe Teach group etiquette - AS students cannot just pick it up NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 18

19 APPROPRIATE TASKS AND STRATEGIES Nothing that involves social imagination “Imagine you are a Roman Centurion”, “How far do you empathise with Lady Macbeth?” Better: What role did Lady Macbeth have in Macbeth’s crimes? Nothing that involves simulated tasks “Get into groups and work out how you would build this bridge” Better: Design a bridge which has the following specifications and which can withstand these conditions” NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 19

20 APPROPRIATE TASKS AND STRATEGIES Break down tasks into bitesize chunks – go through task with student and help him/her to do this for her/himself. Then timetable these chunks Lots of checklists as required Visual learners and very poor planners As much structure and routine and as little choice as possible CONSISTENCY As much explanation as needed Emphasise students’ strengths and work around these whilst individualising needs NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 20

21 AND FINALLY...... Use AS differences as strengths (can work alone, deep interests, lateral thinker) Independent learners! Extraordinarily good memory Loyal and honest students – no guile Usually obedient, focused, reliable, dedicated and punctual Usually try very hard All these suggestions are really just good teaching and personalised learning. NEOMORPHOSIS: ronnie.young@blueyonder.co.uk 21


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