2. Education Support Assessment 1 Hints and tips

3. Plagiarism  Read the info about plagiarism in your admin pack  Watch the admin lecture  Don’t risk getting caught – show us you understand it.

4. Complete All learning first!  It is very important and makes the course much less stressful  Need to know the material for future assessments as they build on each other  Assumed knowledge for future courses  Assessors commonly say that they can tell if a student has skipped parts

7. Submitting assessments  Do not fax or post  Make sure you get the return email  Make sure it all filled in and clear what you answers are  Keep a copy  Tell us if you change address or contact details

8. Completing Resubs  Expect to get them  Do not worry about them – it is easier to simply do them than to argue with trainers (unless they made an error)  Only hand back your resub (do not hand back an entire assessment)  Keep a record of all resubs including a copy of what you did the first time, your resub, the returned resub once marked etc.

9. Questions – Assessment 1 1. What are the three main characteristics of individuals with ASD? For each characteristic, give an example of a strategy to support the student in the educational environment. 2. Who can diagnose ASD? a. Teacher and teacher aides working together after careful consideration of evidence b. Teacher and specialist ASD staff making a determination over a period of time c. Principal who has special training to diagnose ASD students d. None of the above Explain your answer to the question above.

10. 3. Explain the history of ASD. 4. What are two communication strategies school staff can use when communicating with ASD students? Give examples for each. 5. Behaviour can often be a form of communication. What does this mean? 6. What is the definition and difference between disruptive behaviour and behaviours of concern?

11. 7. Create a social story for an ASD student of any age / ability and for any subject / topic. Aim for 10-15 pictures or drawings with suitable sentences accompanying them. You can use magazine pictures, a program like word or publisher or create a poster, flick book etc. Remember that it must be to a high enough quality to use in a school. 8. Create a picture timetable for an ASD student of any age / ability. The subjects, routines etc. are completely up to you. You could use routines and subjects from your school or make it up. Remember that it must be to a high enough quality to use in a school.