By Gary Mesibov, Marie Howley, Signe Naftel
This publication explains how you can open up the curriculum to scholars who've autistic spectrum issues. the actual problems skilled by way of students are mentioned in direct relation to express parts of the curriculum, together with: middle and starting place topics, PSHE, citizenship and broader points corresponding to holiday instances and assemblies. The authors convey the reader how established educating can let students with ASD to entry the curriculum in a significant approach and provide many functional recommendations to facilitate this strategy. This booklet will gain these on professional autism classes, all companies of autism-specific education and the numerous academics and educating assistants operating with autistic students who're inquiring for this information.
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Extra info for Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion
Careful assessment of understanding determines the level of schedule that provides most independence; assessment is then ongoing in order to determine when pupils are ready to move to a different level of schedule. The guiding principle should be to identify the level of schedule that is most likely to increase understanding and independence and to use the schedule, at whatever level, as a strategy for accessing the breadth of the curriculum. Transition objects Transition objects may be the ﬁrst visual cues used to help add meaning and increase understanding for some pupils with ASD.
In particular, the principles of ‘responding to pupils’ diverse learning needs’ and ‘overcoming potential barriers to learning . . ’ (DfEE/QCA 1999a, b) are critical for pupils with ASD and link directly to the focus of this chapter on the physical learning environment. For pupils with ASD, the classroom (and wider school context) may be a chaotic environment that causes anxiety and confusion, because of the frequent problems in segmenting their environment. Many pupils will need a clear, visually organised physical environment as a ﬁrst step towards increasing their access to the curriculum.
He is developing essential study and organisation skills as the physical structure helps him to focus and to concentrate by giving meaning to the physical context and reducing distractions. Ricky is being encouraged to stay in designated areas, rather than ﬂitting, in order to help him to learn to work with others and to develop social skills. Simple routines reinforce Ricky’s understanding of what 34 Physical structure: making sense out of the classroom will be happening in the classroom and what the expectations are in terms of where to sit and so on.
Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion by Gary Mesibov, Marie Howley, Signe Naftel