1. Redefining potential to facilitate learning
Dr Emma Goodall
Flinders & University of South Australia & Healthy Possibilities Pty Ltd

2. Potential
Linton, Germundsson et al. (2013) found that teachers’ understanding and perceptions of AS affect expectations and influence educational achievements.
Goodall (2013) found that teachers did not understand the non-linear trajectory of AS learning and skill attainment.
Teachers assumed non-verbal 5 AS year olds would have poorer life outcomes than their verbal peers.
Teachers did not understand sensory sensitivities or the AS experience of sensory input.

3. Uneven skill/knowledge profile

4. Teaching & Learning
Morton (2011) suggests that when teachers do not see students as learners they stop seeing themselves as teacher for those learners.
How do teachers of AS reception children assess those children for knowledge?
It is often assumed that AS students are much less academically able than they really are because they cannot or will not write/verbally respond in the manner the teacher wants.

5. BEHAVIOUR
Behaviours of concern are often assumed to be INTRINSIC to AS students and not an outcome of the interaction between the student and the environment.
Sensory profiles rarely include HOW to manage sensory needs.
Academic work and societal norms of ‘social skills’ are prioritized over AS skills and interests which can increase stress and anxiety.

6. REFRAMING THE Autistic spectrum
The Autism Spectrum – a different way of experiencing and responding to life Different but real and equally valid interpretations of the sensory and linguistic environments

7. Validity of multiple truths
Temperature – are you hot, warm, just right, chilly, cold?
Light – is it too bright, bright, just right, a bit dull, too dim?
Food – chilli – is it too spicy, a little spicy but ok, nice, perfect, too mild, not enough taste?
Clothing – is it too tight/loose? Itchy/comfy? Heavy/light?
Where you may differ from each other an autistic spectrum reaction may differ more markedly and is often accompanied by an emotional reaction.

8. Emotions
Typical people seem to experience and respond to the social world primarily through emotions but the sensory world through muted emotions (eg how do you FEEL about the top you are wearing)
AS people seem to experience and respond emotionally to the physical world (eg the sensory experience of a loud noise can be anger)
Most people feel emotions, AS people may struggle to name or even recognize how they are feeling, but they are still feeling.
AS people can feel the emotions of others, to the point of being overwhelmed but the may struggle to express that in a way that typical people understand.

9. Social skills
AS people can be social and enjoy being social ON THEIR TERMS
Typical people find socialising relaxing, AS people find it exhausting
Why socialise?
Much more important for AS children to learn the rules of being polite and how to feel comfortable in themselves around other people.

10. Academic Skills
AS students MUST be supported to learn a SUITABLE communication system
Fine motor skills and hand-eye coordination MUST be supported BEFORE expecting AS students to write.
Accept that AS students may have knowledge &/or skills in some areas and need support in others.
Understand that verbal skills at age 5 tell you NOTHING about the potential of an AS student.
Verbal/written skills do not equate to general intelligence or even potential for achievement over a lifetime.

11. TEAching & Learning
New skills are most easily taught and learned by using AS student’s interests
Social hierarchies are meaningless to most AS students, as they are to most Buddhists…
Teach to each AS student’s needs and potential
Focus supports on minimizing anxiety and stress and maximizing opportunities
Get to know AS adults to see the range of things AS adults do and the variety of ways in which they can live well

12. Creativity
AS students may only come up with one idea, but it will often be highly creative
Value that idea and promote deeper thinking by getting the student to investigate the idea more deeply
If there are no ideas, rephrase the problem… try drawing the issue…
“The value of an idea lies in the using of it” – Thomas Edison

13. Value your AS students
They understand what you say and often how you feel about them even if you say things to hide that feeling
You can promote self worth and a positive sense of self which will in turn foster achievement and enhance potential
Be willing to learn from as well as teach your AS students
The AS skills of attention to detail, appreciation of sensory inputs and logical thoughts are useful to individuals, workplaces and wider society; they need to be nurtured

14. Thank you http://healthypossibilities.net/resources/ References:
Goodall (2013). Understanding and facilitating the achievement of autistic potential. Create Space, NC.
Linton, A.C., Germundsson, P., Heimann, M., Danermark, B. (2013) Teachers’ social representation of students with Asperger diagnosis, European Journal of Special Needs Education, Vol. 28, Iss. 4, 2013
Morton, M. (2011). Disability Studies in Education: An agenda to support inclusive education. Disability Studies: Every Body In, Conference, Dunedin, New Zealand, November 2011.