1. Autism spectrum disorders Can these children read and write? Sarmīte Tūbele University of Latvia Tartu, 2016

2. What is AUTISM? Autism spectrum disorders –Classic autism –High functioning autism –Atypical autism –Asperger’s syndrome –Rett syndrome –Fragile X syndrome –Pervasive development disorder etc.

3. Iceberg ( by H. Procter)

4. Most typical features of the autistic child (I) Incapability of the nurseling to respond emotionally to mother Getting further from the surroundings and ignoring of external irritants at the same time being afraid of sounding and moving objects Incapability to use speech in the process of the communication

5. Most typical features of the autistic child (II) Retarded echolalia, incorrect usage of pronouns and direct understanding of words Very good mechanic memory but difficulties to understand abstract notions Tendency for immutability of the situation High level of education of parents Incapability to play symbolic games

8. Communication Communication and interaction is successful if we accept ourselves and other people Communication is the exchange of thoughts, notions, feelings and ideas among people in the process of action, interaction Autistic children don’t know how to start to communicate

9. Alternative and augmentative communication (I) Pictograms (PIC – Pictogram Ideogram Communication) – signs are constructed as stylised drawings and convey its meaning through its pictorial resemblance to a physical object Picture Exchange Communication System (PECS) consists of about 3000 symbols divided into sections. Symbols are simple drawings, but some are quite full of information (MacDonald, 1998).

13. Alternative and augmentative communication and therapy (II) Bliss Symbols – defined number of symbols created by Charles Kasiel Bliss. It is supposed that these symbols are easy to remember, possible to use in different levels, translated in many languages and there are many strategies for usage. In the process of communication individual communication maps are used

15. Alternative and augmentative communication and therapy (III) H. Remshmit presents Holding Therapy, but it is created by American child psychiatrist M.Welch. Packing when child is shrouded in and cold, icy, wet sheet. Widgit symbols – are used as a support for written language. It is simple, colored drawing which illustrates notion and can be used in different topics

19. Alternative and augmentative communication and therapy (IV) Facilitated Communication. This method was created in 1970 in Australia by R. Crossley. Art Therapy with music, painting, drama, fairy tales, sand etc. Art therapy is oriented to gain equilibrium of social attitudes and identity of autistic child

20. Alternative and augmentative communication and therapy (V) Dolphin Therapy. Main goal is to improve self- esteem, to reduce stress, depression. Reittherapy (Horse Therapy) Horse is used as medicinal mean. This is method of rehabilitation and treatment H. Remschmit describes Auditory Integration Training method which creator is doctor G. Berard

21. Alternative and augmentative communication and therapy (VI) Pharmacological Treatment is essential element in the treatment system and especially needed in crisis situations. MAKATON Communication Technique. Speech is used in the communication process and it is supported by gestures or pictures

22. Alternative communication and therapy (VII) Sensory Integration Therapy for Children with Autism – it is a process where brain organize and interpret external stimulus – touch, taste, smell and sound because autistic children feel dysfunction of sensory integration Doman/Delcato or Doman/Delacato method. G. Doman and C. Delacatto created program for the stimulation of the brain to improve memory and processing of information

23. Alternative communication and therapy (VIII) GFCF – Gluten and Casein free diet. This diet is based on the hypothesis that autistic spectrum disorder’s children affiliate proteins in another way and it is acting as opium in brain. Tomatis method based on A. Tomatis alternative medicine theory of hearing and listening and possibility to avoid disorders.

24. Alternative communication and therapy (IX) TEACCH method takes into account that autistic children like routine and rituals. Classrooms are with immutable environment, visual materials are used (pictograms, symbols, pictures Lovaas Model of Applied Behavior Analysis Biheivioristic approach is used to change behavior and senses in positive way

25. Alternative communication and therapy (X) Floortime method is based on precondition that child can widen cooperation with adults only when adult can adapt actual developmental level of a child Occupational Therapy – method to help person with autism to improve the quality of life Tactile Stimulation as a support method in pedagogy (special needs pedagogy)

26. Alternative communication and therapy (XI) Social stories Teaching emotions …

27. How to accept and understand? Ten things you have to know about autism –First – I’m a child! I have autism, but this is not, who I am –I have problems in sensory perception –Don’t forget the difference between don’t doing (because I don’t want) and can’t doing (because I can’t) –I have concrete way of thinking, I catch everything exactly, textually

28. How to accept and understand? –My vocabulary is limited, be patient! –I have problems with language, my strengths are visible information –Concentrate on things I can not on those I can’t –Help me with communication –Try to understand my seizures –if you are my family, love me!

29. Teacher has to answer: What I want and what I can teach What visual and audio materials I will use How I will set up the order of a day How I will tell a child, what to do Where I will put working materials How I will fasten child’s attention How I will set a time limit How I will tell to finish the work

30. Other suggestions (I) To arrange and adjust the environment –to have a clear job task before starting it (where, what, how long?) –the format of working place –materials have to be put in special boxes or places –use some signal to start and to finish the work –help to clean up and readjust the working place

31. Other suggestions (II) For preparing home works –specify essential thing in home work –point the possibilities for searching answers –home works are for repeating, not for new knowledge –make remarks in planner, reminder –use drawings, schemes, symbols, visual signs, maps etc. –if it is possible, let to use computer –involve parents

32. Other suggestions (III) For time structuring –plans for different periods of time –signals for the beginning and finishing tasks –plans for day, week, month, semester –visual images of the plans (signs used in everyday’s communication; pictograms, photographs, objects etc.) –making plans, drawings for special events, needs

33. Other suggestions (IV) Imitation of grimaces, postures Imitation of sounds Development of the perception Tactile senses, touches Development of the visual perception Promotion of the attention Remembering the format of the room Determination the source of a noise, sound

34. Other suggestions (V) The improvement of gross motor skills Development of the sense of balance Development of fine motor skills The improvement of the coordination of movements To co-ordinate the movements of eye and hand To copy some samples To staple objects To improve language

35. How to teach autistic child to read? Start with creating personal ABC Link learning with personal experience of a child Base on the cognitive interest of a child The sequence of learning letters may differ from official ABC’s and may differ in each child It is possible to use global reading to catch the meaning of a word

36. How to teach autistic child to read? Psychological support in the learning to read and reading together process –statement of contact using book –linking together reading, drawing and game –peculiarities in the interest of reading –the beginning of reading together –the development of emotional empathy –forming the experience and accepting the diversity

37. How to teach autistic child to write? At the beginning use personal ABC Take into account paradox characteristics of a child, step by step teaching to concentrate and plan his/her activities Specific movements are trained manipulating with a hand of a child (gradually this help is diminished)

38. How to teach autistic child to write? Exercising the writing samples must be with emotional sense Skills to name activities must be trained (what he/she is writing in a text book, what he/she is doing) Step by step writing becomes meaningful

39. Conclusions We can do great things, but we have to find HOW Our profession is so creative – take this challenge Share your experience – we become richer by sharing

40. PALDIES! AITÄH !