Accessing the Curriculum for Pupils with Autistic Spectrum by Gary Mesibov, Marie Howley, Signe Naftel

By Gary Mesibov, Marie Howley, Signe Naftel

This booklet explains how you can open up the curriculum to students who've autistic spectrum issues. the actual problems skilled through students are mentioned in direct relation to precise components of the curriculum, together with: middle and starting place matters, PSHE, citizenship and broader points akin to holiday instances and assemblies. The authors convey the reader how established instructing can allow students with ASD to entry the curriculum in a significant manner and supply many sensible concepts to facilitate this procedure. This e-book will profit these on professional autism classes, all companies of autism-specific education and the numerous academics and educating assistants operating with autistic scholars who're inquiring for this tips.

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Additional resources for Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion

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David will be required to move between classrooms for lessons and his working space will change from room to room. A small portable screen is being used during his visits to the new school to help him to concentrate when working next to a peer. Despite David’s understanding and confidence within the present school building, he is still sometimes distracted. He has an interest in numbers and any displays showing numbers can be highly distracting. This has been addressed by ensuring that David is positioned so that he cannot see distracting displays.

Routines (see Chapter 5), physical structure is helping Sam to predict what will happen in a given area. This is critical in increasing his understanding and reducing anxiety and has a direct impact on Sam’s behaviour and ability to learn. 1: Screen used to reduce distractions in a nursery. 2: Independent work area. 29 Accessing the Curriculum for Pupils with Autistic Spectrum Disorders addressing the learning environment for Sam as his access to the Foundation Stage curriculum will be severely restricted if he continues to run around and to resist activities.

Many pupils with ASD have difficulties following or devising sequences. Some individuals may have difficulty remembering everyday sequences, such as the sequence for dressing or cleaning teeth. Many pupils will have difficulties recalling more complex sequences in order to complete an activity, for example carrying out sequences of movements during physical education lessons focusing on ways of travelling. This will have implications across the range of curriculum subjects. Visual information can be introduced to help pupils begin to follow and understand sequences, beginning with everyday simple sequences and developing more sophisticated sequencing abilities across the curriculum.

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