Presentation on theme: "Maths With Meaning 8/07/2014 Autistic Spectrum Dis Order."— Presentation transcript:
Maths With Meaning 8/07/2014 Autistic Spectrum Dis Order
Overcapacity To the optimist, the glass is half full. To the pessimist, the glass is half empty to an Autistic, the glass is twice as big as it needs to be.
Brain associated diagnoses of autistic spectrum disorders First and foremost, we now know that there is no one cause of autism just as there is no one type of autism. Over the last five years, scientists have identified a number of rare gene changes, or mutations, associated with autism. The cerebellum regulates body language and interacts with cortex for spoken language The cortex provides reasoning and analyses data The limbic system is in the centre of the brain, controlling primitive, emotional responses Diagram Source: howdoc/ / Low blood flow to these parts of the left hemisphere is a finding in some autistic young people.
Difficulty following complex instructions Inability to interpret words Irrelevant aspects brought into conversation Taking everything literally Inability to transfer skills Relies on set routines
Autism is mainly one’s interpretation of their own view which can be very different from the rest of community or another autistic person so we need to have different approaches and methods based on how our learners see the world. One of the most important factors is to make them feel relaxed and assure them of no complication in teaching by simple, clear instructions.
Store had 8 baseballs left. Tom bought 2; What % did he buy?
Asperger students spend time wondering, How many did the store have in the beginning? since “left” means subtract from a larger total. Strategy: verbally fill in potential problem information suggesting problem is about the current supply-not the entire supply.
Language is the scaffold that can help organise and communicate accurately in all mathematical concepts. Modify the questions- relate them to students’ obsession Use pictures to show instructions Students should not be required to use a particular solution strategy for a given problem. They should be encouraged to find as many ways as possible to solve problems. They may benefit from previewing strategies of making different choices, transitioning use of materials, etc. before expected to work in class. Simplify; repeat the complex, check for understanding in writing May need to support flexibility in thinking
Student A: The question is giving too much information. Student B: Should I change everything to grams or Kg. There isn’t enough information. Student C: it is a tricky question because it is telling a distracting story- I need direct information. Student D: The question is very wordy. I don’t know what I am looking at and what is expecting of me.
The spelling of the name is wrong so the question is wrong. Do they have any reserve players. What if one of the players can’t go to one of the games? Does he still need to pay?
“We’re just going to put our pens down now so that I can tell you about what’s happening after lunch” “pens down, listen” Are you going to solve the Maths problems now? “please do your maths problems now”. “Paints dry out if you leave the lids off”“put the lids on the paints when you have finished using them” Hold your horses ( where are the horses)Please wait. Are you all right? ( To the right of what)Do you need help? In a minute ( I have to wait for 60 seconds)Wait till I finish this job. Been tied up in a meeting ( integration!!)Sorry I am late.
1.Write down the days of the week. 2.Which number is bigger?
Good practice for all learners, including those with autistic spectrum disorders Very clear instruction, no competition Many examples to apply skills learnt in different practical situations Variety in approaches to explain the reason for certain activities Positive reinforcement of learning Introduce new behaviour to replace the repetitive act (S, used to shout out loud (Anxiety) in the middle of the lesson and he agreed to replace it with chewing gum) Excellent resources (bought and made) Approaches based on individual’s own experiences, knowledge Approaches based on individual’s interests Application of individual learning styles All learners on the autistic spectrum are unique. Each learner has their own strengths and weaknesses. For some it is purely social and communication, but for many there are difficulties with hand skills, movement skills, attention, concentration, behaviour and sensory processing. We need to try to get to know and assess learners and their particular skills and develop a tailor made programme that will challenge their specific difficulties. Time out is one of the most important needs for Autistic learners and if they learn to ask for time out before they get anxious then their life is going to be much easier Some students have red, green and orange cards to express how they feel 18