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Session 1 What do I know about ASDs?
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Developmental Disorders
Pervasive Developmental Disorders Autism Spectrum Disorders Rett Syndrome Childhood Disintegrative Disorder Autistic Disorder PDD-NOS Asperger Syndrome The term Autism Spectrum Disorders is used synonymously with the term autism
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The Diversity of Autism
Communication non-verbal verbal COMMUNICATION Social Interaction SOCIAL INTERACTION aloof passive active/odd Repetitive behaviour Restricted interest SEVERE mild marked Sensory SENSORY hyposensitive hypersensitive Learning Style I.Q strong visual spatial skills; visual learner; kinaesthetic; gestalt learner; poor executive functioning; detail-focused Intellectual Ability (IQ) Learning styles severe moderate mild average gifted ULLIANA & HAYES 3
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Activity 2. 2 What do you know about ASDs
Activity 2.2 What do you know about ASDs? What do you see in your students? communication social repetitive behaviours and restricted interests sensory information processing
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What are the implications of ASDs on learning and participation?
Planning matrix Communication Social RI/RB Sensory Information processing Characteristics Implications Strategies
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Development of communication skills and systems
What are the key issues for students with an ASD? Development of communication skills and systems Communication impacts on most areas of development. Impairments in receptive language. Literal/concrete understanding in AS/HFA echolalia (immediate, delayed, mitigated) difficulties initiating and sustaining communicative interaction differences between use of comments and requests (use of language) differences in eye gaze, body language and use of gesture to communicate unusual vocal quality and prosodic patterns
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Development of social connections
What are the key issues for students with an ASD? Development of social connections Social deficit the core feature of ASDs. Students typically have fewer friends and may prefer the company of older or younger students Some students may isolate themselves by choice. Others may be aware of friendships and want friends but be perceived as irritating or intrusive. May have very different interests and priorities to other students, causing further isolation. Social skills issues – greeting, turn-taking, appropriate use of language, empathy. (Attwood, 2007)
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Repetitive behaviour & restricted interests
What are the key issues for students with an ASD? Repetitive behaviour & restricted interests adherence to routines difficulty with change anxiety in unfamiliar situations interests or obsessions need to maintain a particular interest or routine behaviour relationships need for sameness chunk learning style
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Sensory-processing issues
What are the key issues for students with ASDs? Sensory-processing issues two broad categories of sensory-processing issues – over-sensitivity and under-sensitivity and each sense has a different threshold sensory-processing issues may impact significantly on behaviour may contribute to the development or maintenance of anxiety disorders may impact on the development of some communication skills sensory-processing disorders may play a role in social interaction difficulties
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Information processing
What are the key issues for students with ASDs? Information processing attention to detail – failure to see the ‘big picture’ generalising recognising relevant detail organisation and sequencing social relationships attention
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What do we know works for students with ASDs?
Planning matrix Communication Social RI/RB Sensory Information processing Characteristics Implications Strategies
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What do we know works for students with ASDs?
Communication providing opportunities for communication encouraging and teaching initiation providing communication supports AND teaching how to use supporting receptive language visually
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Communication supports for expressive communication
What do we know works for students with ASDs? For some children with a disability the ability to use speech to communicate may be delayed or currently out of their reach. For these children, we may introduce other forms of communication to help them interact with others. Ways of communicating other than using speech is often referred to as Augmentative and alternative communication. Communication supports for expressive communication known as Augmentative and Alternative Communication (AAC) the use of other forms of communication (e.g. pictures, gestures, signing or voice output) to support speech may be high tech or low tech, aided or unaided where available, can be supported by a speech pathologist
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Supporting language visually
What do we know works for students with ASDs? Supporting language visually Visual supports can be used to help a student: understand an instruction understand routines and structure cope with transitions learn how to play cope with change learn new skills manage their behaviour and understand what is expected of them
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Positive Behaviour Support (PBS)
What do we know works for students with ASDs? Positive Behaviour Support (PBS) Proactive strategies an ‘A-B-C’ approach – finding out the function of the behaviour environmental changes – managing antecedents teaching replacement behaviours positive reinforcement Reactive strategies PBS will be covered in detail in module 3
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Sensory Processing Issues
What do we know works for students with ASDs? Sensory Processing Issues sensory profiling adapting the environment addressing seeking behaviours addressing avoidance behaviours NB: addressing sensory processing issues is not the same as ‘sensory integration’
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Friendships/making social connections
What do we know works for students with ASDs? Friendships/making social connections social skills training is not the only answer not all students will desire social interaction need to accommodate all students consider the hidden curriculum
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What do we know works for students with ASDs?
Bullying limited research on effective strategies for students with ASDs team approach needed to define bullying and determine consequences broad definition of bullying needed – more than just physical injury whole school strategies include buddy systems and codes of conduct Attwood (2004) suggests students learn to avoid vulnerable situations students can learn and practise responses consider Social Stories™ and cartoon conversations using speech bubbles
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Dealing with anxiety/mental health issues
What do we know works for students with ASDs? Dealing with anxiety/mental health issues limited research on treatment options, mostly on medication and psycho-analysis cognitive behavioural therapy shown to be effective environmental management and positive behaviour supports may assist
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What can be done at school?
What do we know works for students with ASDs? What can be done at school? utilise strengths and interests modify tasks if they are too difficult be aware of sensory stimuli and modify environment use visuals in the classroom to: - help student prepare for changes - help student learn the classroom routines - help student understand classroom social skills (e.g. how to ask a question, how to join a group) education to help student recognise their ‘emotion warning signs’ and their ‘body clues’ Factors and Interventions Personality -Anxiety/Anger Management -Coping Skills -Medication Learning Disabilities -Modify Tasks -Increase Structure -Resources -Interest focused -Speech pathology -Tutoring
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Three types of adjustments
Instructional Adapt how it is taught and how learning is demonstrated Environmental Adapt the setting – where, when, and with whom Curriculum Adapt what is taught Where When Preference/ Interest Meaningful/ Functional Student Instructional Who Difficulty We will now look at the first type of adjustment: Curricula/ Curriculum: “What is taught” Response Presentation Alternation Modality Format/Materials Task Division Choice Modality Format/Material Florida’s PBS Project at USF website: 21
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Adjustment matrix for the individual learner
Comm Social RI/RB Sensory Info proc Curricula Instructional Environmental Time Allowed: Key Message: This Adjustment Matrix is an extension of the Planning Matrix introduced in Module 2. Facilitator Notes: The Adjustment Matrix is used to identify and plan for the most appropriate adjustments according to the characteristics, impacts & strategies identified for an individual student. Inform participants that the Adjustment Matrix will be examined in closer detail later in this session. 22 22
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Three types of adjustments
Instructional Adapt how it is taught and how learning is demonstrated Curriculum Adapt what is taught Environmental Adapt the setting – where, when, and with whom We will now look at the first type of adjustment: Curricula/ Curriculum: “What is taught” Florida’s PBS Project at USF website: 23
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Curriculum and instruction
curriculum provides a blueprint for learning which teachers can follow when designing instruction curriculum helps an educator meet community, parental, and student expectations for quality in education Key Message: The slide bullet points. Teaching Points: Outline state-based recommendations and practices related to curriculum adjustments in the relevant state. Acknowledge variations in practices across settings and sectors. Facilitator Notes: The facilitator should become familiar with this information prior to presenting the module. 24
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Curriculum and instruction
Helpful teaching questions: What do I want my students to learn? Do i need to make any adjustments at all? Would technology help at all? Do some students need material presented differently? Should some students present their work differently? Will all students be assessed in the same way? Will some students need additional or different goals? Time Allowed: Key Messages: When deciding what to teach identify students’ needs as per IPs Differentiation can be identified through the use of the Programming Pyramid model (outlined in Let’s Adjust found in the Support Materials). Curriculum planning needs to relate to a student’s IP Make connections between & within subjects (eg. all Yr 7 teachers get together & develop connections between their subject materials) Links to Support Materials: Let’s Adjust General Accommodation/Modifications to assist students with ASDs+ID Programming examples Links to Previous Sessions: -Individual Planning (Module 3, session 2) Teaching Points: By considering the connections between subjects it may be possible to integrate work towards one or more outcomes across subject areas. For example, literacy outcomes may be addressed across all subject areas. Also one activity may contribute to many subject areas. For example, constructing a billycart addresses design & technology, communication/English, creative arts and Maths. Teachers and school communities need to reflect on the quality of their curriculum content and instruction on a regular basis. Are the participants familiar with the integrated units of work concept? Invite participants to examine the Integrated Units of Work in the Support Materials, then invite participants to share their thoughts, and any previous experiences with integrated units of work. Adapted from Shaddock et al. (2007). 25
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Lesson Guide Idea for staff organisation: use highlighters to colour-code areas that each member of class staff will be focusing on Which learning outcomes are you working towards? What does it look like? Break down sequence of events. Communication Supports (Level of prompting?) What do you want your students to learn? Receptive Expressive Some * Most All What are the indicators? Sensory supports Behaviour & Social supports Environmental supports Time Allowed: Key Message: Thorough preparation benefits everyone in the room – staff know what they are focussing on and also know the supports required for students. Links to Support Materials: General review of adjustments for students with an autism spectrum disorder Completed examples of Lesson Guides Teaching Points: This example of a lesson guide incorporates the specific learning needs of students with autism including: communication, behaviour & social supports and sensory accommodations. It also reflects the Programming Pyramid model. Other Considerations: Does the program reflect the student’s interests, preferences, abilities and needs? Does the student have adequate access to their preferred interest areas? Does the teacher use a “teaching style” that suits the student’s learning needs e.g. visual communication strategies? How much time is spent in group versus individual learning situations? Are there opportunities for movement throughout the day? Is the learning environment structured and predictable? Are the routines established and followed consistently? Are the routines presented to the student in a meaningful way? Is the student forewarned about what will happen next and changes to routines, familiar people and the physical environment? Facilitator Option: Facilitator may invite participants to consider how this tool reflects quality teaching pedagogy (the 3 dimensions of the quality teaching model are Intellectual quality, Quality learning environment and significance of what is being learnt). Quality teaching pedagogy applies to all classrooms and all students.
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Three types of adjustments
Instructional Adapt how it is taught and how learning is demonstrated Curriculum Adapt what is taught Environmental Adapt the setting – where, when, and with whom Outlines how teachers teach to ensure that students: Participate demonstrate learning produce something that becomes evidence of learning Florida’s PBS Project at USF website: 27
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Instructional strategies
Examples – refer to Manitoba Educational handout, Chapter 4 Teaching the student with ASD errorless learning concrete examples/hands-on activities generalisation training peer tutoring/guidance teacher assistants Time Allowed: Key Message: When teaching a student with an ASD+ID there are numerous instructional strategies to choose from. Links to Support Materials: -Activity 3.9: Instructional Strategies proforma Links to Readings: -Manitoba Education Chapter 5: Instructional Strategies for Students with ASD Instructions: Invite participants to identify & list instructional strategies relevant to students in their own setting (use Manitoba reading to assist) for each strategy group. Feedback on whiteboard – listing what these strategies look like in a regular classroom and in a special education classroom. Facilitator Note: if there are no participants from one of these settings then there is no need to feedback for that setting. Errorless learning Students do not need to make mistakes to learn Difficult for students with an autism spectrum disorder to re-learn concepts Increases motivation and concept development Concrete examples (for abstract ideas and conceptual tasks) Facilitates comprehension particularly when examples are related to real life experiences or prior knowledge Demonstrate as you teach Generalisation training Vary the environment under which a familiar instruction is given Vary the person giving the instruction Vary the number of students Vary the types of materials used Vary the reinforcement and fade to natural consequences Generalisation needs to move slowly and positively to promote a positive outcome Peer tutoring/ guidance Grouping Nature of many mainstream classrooms, i.e. use natural supports = peers Decreases teacher-driven prompt dependency Promotes generalisation Promotes positive social relationships Promotes independence Sequential grouping – teacher works with a small group taking time working with each student in rotation Concurrent grouping– teacher works with the entire group on a skill such as dance steps and may shift focus on assisting one child having difficulty with task whilst the other students practice Tandem grouping – one-to-one instruction that moves towards including more students. An example of this would be when the teacher instructs one student on a short dance routine and then adds another student, increasing numbers of students undertaking the dance activity together Providing Peer Guidance (Quill 1995) Direct Instruction Means to encourage and maintain interactions Peers need to be taught about all the different forms of communication – speech, pictures, objects as well as facial expression, eye contact, gesture and proximity peers learn to be good “listeners” and learn to interpret behaviour of children with an autism spectrum disorder as communication peers can be taught strategies to encourage positive interactions through role play, such as how to get attention, initiate a conversation, maintain an interaction, how to speak slowly, clearly and to persevere Modelling Provides explicit support to the peer Teachers may need to be co-participants who guide the peer in modelling behaviour, demonstrating skills or providing verbal instructions Teacher should position themselves on the periphery Environmental Supports Can be visual supports that remind or prompt the peer to utilise techniques for interactions with their classmate with an autism spectrum disorder In time these types of supports should supersede reliance on teacher-based direction and intervention on how to support the student with an autism spectrum disorder Teacher assistants It is important to focus on teacher assistants as one of many supports and acknowledge that this support may not be available to all students in all schools. In addition, this support may not create an optimal learning environment for the students (i.e. the risk of increased dependency) Teachers are responsible for designing adjustments, not the assistant It may be helpful to ask participants who employ teacher assistants to share with the group how their teacher assistants provide support to teachers and students in their school Reviewing your teaching style Simplify your language and highlight key words– it may even be necessary to use ONLY key words for some students Use consistent language (e.g. recess is always ‘recess’, not ‘morning tea’ or ‘break time’) Express one idea at a time and say things in the order that they will happen Avoid complex sentences Use direct and specific language – people may have difficulty inferring meaning Don’t use questions to give instructions – can set the stage for challenging behaviours (e.g. say ‘sit down’, not ‘would you like to sit down?’) Consider your use of prompt levels (e.g. gesture, facial expression etc.) 28
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Social Scripts This is an option for helping a student manage their sensitivity to sound. Key Message: Visual supports enable a student to self-regulate behaviour through prompting of various options available. Links to Previous Sessions: Modules 1 & 2 information that highlights how this impacts on students’ ability to engage in social situations and interactions. Links to Readings: Smith Myles & Simpson (2001) – Module 2 Readings Teaching Points: Problems with auditory processing are common in students with HFA /AS and mean that at times the sounds / language that is heard by the student may not always make sense or that it may be distorted in some way. This results in problems of being able to cope with the situation, necessitating the need to remove themselves from the situation to calm down. School is a huge and complex social environment where interactions happen on a number of different levels, such as student to student, student to teacher, student to principal and student to other school personnel. Each of these interactions come with their own set of unwritten rules, which typical students learn automatically. Students with AS/HFA require explicit teaching to learn these unwritten rules. This is sometimes referred to as the ‘hidden curriculum’.
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Am I in Control ? At school everybody has the right to feel safe.
Teachers have the right to feel safe every day they come to school. Teachers prefer to work with students that respect themselves and each other and show that everyone has the right to feel safe. I have the right to come to school everyday and feel safe, and that people are going to respect me. Sometimes there are students that try to take away my right to be safe. These students tend to tease and bully other students. Some of these students are trying to tease and bully me into fighting with them. I have two choices; I can fight them or use my self control. If I fight them they will win, because I will get into trouble, and I will still be angry. Self control is when I make the choices that keep me safe. Self control means telling myself that I am a stronger person. Stronger people can ignore bullying and teasing, leaving the other student standing looking silly. Self control means reacting calmly or not at all. These students try to push my buttons and get me into trouble. If I can keep my self control and ignore them, I should avoid trouble. Taking deep breaths and keeping my ears closed, is a strong way to ignore others. Avoiding trouble, remaining calm and being able to get back to work, shows the teachers and other students at school that I respect myself and others right to feel safe. Presenter and participants Another example of a positive behaviour support appropriate for high primary/high school. As mentioned in module 2 visual supports don’t necessarily need to include pictures. 30 30
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Literal interpretation of language
Language & communication supports Literal interpretation of language Raining cats and dogs Key Message: Students with HFA /AS interpret language in literal and concrete ways. Teaching Points: Confusion in relation to language and the use of idioms, metaphors, irony, sarcasm and common phrases is often a cause of stress as well as learning and behavioural issues for these students. Other examples include: Change your mind I’ll kill you Wipe the smile off your face Give me a hand Cats and dogs coming down from the sky Lots of rain
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2 x (8 – 5) = _____ 9 ÷ (7 - 4) = _____
Maths Year 8 - Mr. Waters 8 x (3+2) = _____ – (6 + 5) = ____ 2 x (8 – 5) = _____ ÷ (7 - 4) = _____ (2 + 4) x 8 = _____ (6 + 7) x 2 = _____ (6 – 3) x 4 = _____ ÷ (9 – 3) = ____ 56 ÷ (11 – 4) = ____ x (5 – 2) = ____ (4 + 5) ÷ 3 = _____ ÷ (7 – 2) = ____ 7 x (25 – 13) = ____ x 6 = ______ Maths Year 8 - Mr. Waters 8 x (3+2) = _____ – (6 + 5) = ____ 2 x (8 – 5) = _____ ÷ (7 - 4) = _____ (2 + 4) x 8 = _____ (6 + 7) x 2 = _____ (6 – 3) x 4 = _____ ÷ (9 – 3) = ____ 56 ÷ (11 – 4) = ____ x (5 – 2) = ____ (4 + 5) ÷ 3 = _____ ÷ (7 – 2) = ____ 7 x (25 – 13) = ____ x 6 = ______ (2 + 4) x 8 = _____ (6 + 7) x 2 = _____ This is an example of an accommodation which enables the student to focus on a specific question without being overwhelmed by the number of tasks.
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Activity: Instructional Strategies
Errorless Learning Concrete examples/hands-on activities Generalisation Training Peer Tutoring/ Guidance Teacher Assistants Regular (Mainstream) Classroom Special Education Classroom
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Three types of adjustments
Instructional Adapt how it is taught and how learning is demonstrated Curriculum Adapt what is taught Environmental Adapt the setting – where, when, and with whom Environmental organisation of classrooms and other learning environments is just as important as both curriculum and instructional adjustments. Florida’s PBS Project at USF website: 34
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Environmental audit Some key points to consider:
the student’s expectations the expectations of others in the setting nature of the teaching materials, the activity, the type of instruction length of task or activity, the nature of the activity just completed, the nature of the activity to follow instructional style opportunities for interaction with others opportunities to engage in functional, chronologically- age-appropriate activities Time Allowed: Key Messages: Environmental factors may contribute to a student’s ability to learn or engage in learning tasks. Consideration of environmental factors impacting on student engagement is imperative to the attainment of successful learning outcomes for students with ASDs+ID. Links to Support Materials: Reinforcement table IPs IGAP Teaching Points: Facilitator may invite participants to briefly discuss the benefits of structured learning environments for all students. An audit of the environmental factors that may contribute to a student’s ability to learn or undertake learning tasks. These items may have a positive or negative effect on learning. Structured learning environments for all students have: An organised classroom, i.e. there is no ambiguity about what occurs in each area and where things belong (e.g. woodwork/technics rooms) Organised materials, i.e. clearly marked or colour-coded containers Consistent routines and procedures Clear visual cues/supports that are geared to the level of understanding of the diverse group of students including students with an ASD These scaffolds enable: students to attend to relevant stimuli, predict what will happen next and understand new information Teachers to present more complex tasks with decreasing structure to promote generalisation Structured learning environments complement the profile of learning strengths for students with an ASD. These strengths include: Preference for routines and sameness Visual learning Spatial memory
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Environmental audit (continued)
8. person’s physiological status number of persons, students, adults in the learning environment 10. environmental constraints including the number of staff, time available, number of tasks 11. behaviour of others, for example the modelling behaviour they engage in and the behaviour directed toward student 12. recent changes in environment, sudden changes in activity, schedule, etc 13. distribution of interactions and relative distribution of positive vs. negative interactions Discuss dot points and then reiterate: When environmental points are investigated, they inform educators about important considerations for learning, and are imperative to the attainment of successful learning outcomes for students with ASDs +ID.
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Structuring the physical environment
organise areas according to the activity/curriculum to be delivered a place for everything and everything in a place mark out physical boundaries e.g. teacher’s area communicate behavioural expectations (class rules) review classroom stimuli that may have a distracting effect (refer to profile) review classroom set up; proximity of desks, visual stimuli (posters, charts etc), pathways, mess and clutter factor Facilitator may invite participants to provide examples of where they may have already implemented some of these strategies. 37
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To conclude - key adjustments include:
structured, routine & predictable environments visual supports, scripts, written directions, social stories task adaptation & modification of curriculum where possible adjust adult expectations use specific explanations; leave nothing unsaid or assumed positive reinforcement build on special interests, skills and abilities environmental adjustments; reduce environmental & social stressors, especially and sensory Presenter can refer back to examples of each of these previously discussed.
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What do you know about the Disability Standards for Education (2005)?
Disability Standards for Education came into effect in August 2005 set out the rights of students with a disability in the area of education set out the obligations for adult and community education providers that develop and accredit curricula and courses Commonwealth legislation overrides State legislation; State legislation supports Commonwealth legislation. main purpose of the Standards is to help us understand disability discrimination law better. sets out obligations of education and training service providers and … the rights of people with disabilities in relation to education and training. see then follow education 39 39
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Students with HFA/AS are likely to:
have difficulty relating appropriately to others, forming and maintaining social relationships be verbal but present with a wide range of language and communication disorders and peculiarities have difficulty in successfully following and mastering interpersonal interaction and specific aspects of an unmodified curriculum be good at attending to detail and have difficulty understanding the “big picture” Key Message: Slide dot points. Facilitator Note: Each dot point has some words in bold, it is important that the facilitator emphasise this and discuss the significance of each point and the implications for learning.
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Students with HFA/AS: (cont’d)
have difficulty generalising information (consider across subjects) have difficulty organising and sequencing information have powerful interests in particular topics and desire for sameness have irregular educational and cognitive deficits which can include splinter skills be subject to bullying and mental health issues Key Message: Slide dot points. Facilitator Note: Each dot point has some words in bold, it is important that the facilitator emphasise this and discuss the significance of each point and the implications for learning.
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Assets of AS/HFA memory factual learning strengths attention to detail
skills in maths, science, computing areas specialised interests indifference to peer pressure rules-based refreshingly frank and logical Key Message: Identify descriptors that match your student’s characteristics. Links to Support Materials: Planning Matrix: participants may add any new information to their matrix from Module 2. Links to Previous Sessions: -prior learning & matrix from Modules 1 & 2. Teaching Points: This session focuses on identifying appropriate adjustments relevant to the student’s individual characteristics of AS/HFA. review some of the characteristics as discussed in modules 1 & 2. Invite participants to revisit their planning matrix from Module 2. Invite participants to discuss descriptors specific to their students with AS/HFA as a means of focussing the session upon these students’ learning needs.
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Students with ASDs + ID may
be nonverbal or have little functional speech have very limited social communication skills (difficulty relating to others) have an obsessive interest in environmental sameness demonstrate atypical and difficult to understand behaviour including stereotypic, repetitive and self stimulatory behaviour have irregular educational and cognitive deficits which can include splinter skills have difficulty generalising information (consider across contexts) have difficulty organising, sequencing of information, understanding concepts have significant sensory issues Time Allowed: Key Message: Identify descriptors that match your student’s characteristics. Links to Support Materials: Planning Matrix: participants may add any new information to their matrix from Module 2. Links to Previous Sessions: -prior learning & matrix from Modules 1 & 2. Facilitator Notes: Prior to beginning this session facilitator to survey the group of participants – who is from a regular class, support class, special school? Being aware of participants’ educational setting from outset allows the facilitator to consider the audience and tailor delivery accordingly. Facilitator Option: Time permitting invite participants to revisit their planning matrix from Module 2 to consider adding/changing any characteristics for their student/s with ASD+ID. May invite participants to share discussion on the descriptors. 43
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What do you know about the Disability Standards for Education (2005)?
Focus points enrolment participation curriculum development, accreditation and delivery student support services harassment and victimisation 44
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What are these obligations?
What do you know about the Disability Standards for Education (2005)? What are these obligations? obligation to consult obligation to make reasonable adjustments obligation to eliminate harassment and victimisation 45
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What do you know about the Disability Standards for Education (2005)?
‘on the same basis’ means treating the student with a disability on the same basis as the student without a disability moderated by principle of ‘unjustifiable hardship’ some students may require adjustments and accommodations Student has same opportunities/choices as those without a disability Unjustifiable hardship must take into account: The nature of the benefit or detriment likely to be experienced by any of the people concerned Whether an education provider has to discriminate against a person with a disability to comply with OH&S, health and welfare of that person and others, or court orders Financial circumstances and estimated amount of expenditure required to be made by the person claiming unjustifiable hardship Adjustments -an action taken to help a student with a disability to participate on the same basis as peers. This is ‘reasonable’ if it meets the needs of the student without impacting too greatly on others involved. 46 46
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Implications for educators and support staff
What do you know about the Disability Standards for Education (2005)? Implications for educators and support staff All staff need to have the skills, knowledge and understanding to implement curriculum in a way that will be accessible to all students, including students with a disability
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What does ‘evidence-based’ practice mean?
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What does ‘evidence-based practice’ mean?
Evidence-based practice involves the conscientious and explicit use of current best evidence in making decisions about the care, education and medical treatment of an individual. ‘Am I doing the right thing in the right way with the right person at the right time in the right place for the right result – and am I the right person to be doing it? …and, is it at the right cost?’ (Cusick 2001, p103).
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What does ‘evidence-based practice’ mean?
Levels of evidence Strongest systematic review of all relevant randomised control trials randomised, double-blind, placebo-controlled trial cohort study multiple-case study single-case study expert opinion anecdotal/testimonial evidence Weakest
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What does ‘evidence-based practice’ mean?
Be cautious if: the research was done by the people who have designed the treatment approach the research is by people that stand to profit from its success researchers claim they can cure autism the evidence relies heavily on anecdotal information or testimonials
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What does ‘evidence-based practice’ mean?
Some tips: be mindful of the quality of the facts and figures check what any statistics mean and if any changes would be meaningful to a child with an ASD popularity of an approach does not indicate an evidence base check who participated in the research and if your child/student fits into this group (e.g. research into Autistic Disorder may not be applicable to children with Asperger syndrome)
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What works? Empirical evidence
Recommended good practice in educational pedagogy for students with an ASD includes: an individualised approach – developing a Learner Profile the provision of an autism-specific curriculum* (targets characteristics of autism within the final curriculum) a highly supportive teaching environment and uses a range of systematic teaching strategies using a functional communication and positive behavioural approach to challenging behaviours collaborative team approach that involves families and other professionals Roberts & Prior (2006) Ivanhoe, Dunlap, Huber & Kincaid (2003), Howlin (1998). Discuss how empirical evidence or recommended good practice on what works as identified in this slide is what underpins the notion of a learner profile. N.B *autism specific curriculum is not an “alternative curriculum” but rather proposes that educators look at the specific strengths and challenges. Adjusting and accommodating these strengths and interests should be functionally integrated within the existing curriculum. Ie The learner profile helps educators to understand learning strengths though which we can assist learners to acquire new skills Helps us to know which autism specific areas/ skills may pose issues in regards to skill development. These area include (see Action Plan) Communication Social Repetitive behaviour & Restricted interest Sensory Information processing Helps educators to understand what motivates and interests students which can assist in developing communication, social communication and positive behaviour supports Insight into learning style and strength which can guide our classroom adjustments Also helps to identify who already is or needs to be involved with the student 53
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What makes for a successful school placement?
A positive school climate: shared responsibility by general and special educators school community ownership of the included student(s) with autism access to collaborative problem-solving relationships, multidisciplinary teams availability of appropriately trained support personnel low staff-student ratios Time allowed ; 2 mins Links: Readings- Simpson et al (2003) Summaries previous workshop material PC workshop 54 54 54
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And … home-school collaboration
the development of social skills for the student with autism in inclusive settings availability of specialist training for all staff adequate teacher planning time recurrent evaluation of inclusion practices Time allowed ; 2 mins Links: Readings- Simpson et al (2003) Summaries previous workshop material PC workshop (Simpson et al., 2003) 55 55 55
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ASPERGER SYNDROME WEB SITES
What is the biology of Asperger’s Disorder? On-line Asperger’s Syndrome Information and Support – O.A.S.I.S. ASPEN of America University Students with autism and Asperger’s Syndrome Asperger’s Teenagers and Young Adults Yale University Asperger’s Syndrome Information Package Asperger’s Syndrome – educational management issues Should this slide with websites remain or be deleted??
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