leadership presentation the hidden curriculzum spec . ed. part 2

Leadership PresentationtHE HIDDEN C U R R I C U L z U M Spec. Ed. Part 2

S. Van Weert

Ice breaker……..

The Artist Game

Instructions:Take a piece of paper and a pencil. In 5 minutes you must draw a picture that

conveys who you are without writing any words or numbers.

At the end of 5 minutes the host will collect the pictures and arrange them in a pile.

The host will show the pictures to your group one at a time and have you try to guess who drew it.

Allow each artist to explain how their picture clearly conveys who they are.

Agenda:Icebreaker: The Artist GameWho is neurotypical?What is not neurotypical?What don’t they get?Why don’t they get it?Where does it affect them?Can we see through their eyes?Who can make a difference?Laws of the jungle p.67Interactive Activity: a. others b. friends c.new things

ARE YOU NEUROTYPICAL?•your brain can seamlessly and

simultaneously survey the “unwritten rules” of every

environment and every person you encounter and make

decisions about how to proceed successfully within a given

context

Or….Do you have a good working, unconscious

social navigating system…a social navigation GPS? If you do, you have one

of the main keys of a skill set, i.e.,

SOCIAL SKILLS

That was explicit instruction…Although social skills require explicit

instruction, with some coaching from parent and teachers we take it for granted that we

can “get it” or at least figure it out from signals people may send us if we goof up….

There are people among us who have:Exceptionally

strong cognitive and language skills

Do not possess the intuitive ability to adjust socially to the unspoken rules and emotions of everyday environment

Why don’t they get….Idioms-“A chip on your

shoulder”(you feel defensive)

“Bite your tongue”(avoid talking)

“Chew someone out”(verbally scold)

“Crack someone up”(make someone laugh)

“Cut to the chase”(get to the point)

Slang-“Drive someone up the wall”“Dressed to kill”“Hit the books”“Ants in your pants”

“Glued to your seat”

…… ???

And other things like:

What not to say or do in conversations, relationships, telling jokes, dress…

Answer:Because a person with social cognitive deficit interprets language literally…and as a consequence oftens breaks the unwritten rules without realizing it….but

“We are surrounded on a daily basis with unstated rules and customs”…known as

“The Hidden Curriculum” and…consequences of breaking the rules are

confusing and painful lead to social isolation and frustration for

these people in our midst.

The book called…“The Hidden Curriculum-Practical Solutions for Understanding Unstated Rules in Social Situations”

By: Brenda Myles….and includes a DVD with the same name

The impact of the Hidden Curriculum is in the unwritten culture of:

1.School

2. Community

3. Workplace

In particular:Youth with social-cognitive challenges which affect their ability to function in the everyday world are on the Autism Spectrum.

This leads to the complexity of dating relationships which are also surrounded by a hidden curriculum. Teens on the autism spectrum will play it safe by making a deliberate choice to stay within the comfort zone of their acquired expertise and socialize only with people who have similar interests, such as in the case of Temple Grandin….

Safe PersonThe first thing an ASD person needs is a skill set of knowing who is a safe person to ask and the types of questions to ask.

A safe person would be someone who has these characteristics:

Comprehensive list on page 19-20 in “The Hidden Curriculum”

1.Understands the individual’s characteristics and perspective.

2. Respects the individual.

3. Able to listen without interrupting and judging.

4. Knows when to listen and when to offer advice.

Also:5. Able to take the

other person’s perspective.

6. Able to problem solve without engaging in a power struggle. (Note: This can be a trap when a student is set against authority as a result of interpreting others literally)

7. Knows when to maintain a flat, matter-of-fact facial expression and when to be animated.

8. Understands the triggers and behaviors that may lead to a tantrum, rage or meltdown.

Finally…10. Able to set boundaries, when necessary

In addition, the person seeking help from the safe person must learn not to argue with the advice/clarification offered by the safe person. (Mayer, 2004)

A good way to help is by:

Teaching social

behavior explicitly

through:

Social Stories p.27

Social Autopsies

p.30Social Narratives

p.27

Also by reviewing lists of curriculum items: (p.43-66)

Examples:airplane trips,

bathroom rules, birthday parties, clothing, eating, friendship, life skills, school, swimming pool, & social situations.

Teaching the “Laws of the Jungle”:Some ASD Rules to live by: p.67 The Hidden Curriculum1. Treat others with respect.2. Take responsibility for your actions.3. Wait, wait, wait.4. Breaking the law is never a good idea, no matter what

your reason is.5. Seek out an adult or safe person if you are hurt or cannot

handle a certain situation.6.Take care of other people’s property as well as you take

care of your own. 7. Control your angerRemove cords from electrical sockets by holding the plug and

pulling gently.

When teaching the Hidden Curriculum to ASD people…

Take nothing for Granted& handle

with care.

The End.

Resources: Myles, B.S. (2004)The Hidden Curriculum: Practical Solutions for

Understanding Unstated Rules in Social Situations, Autism Asperger Publishing Co.., Shawnee Mission, KS 66283-0173

Bellini, S. (2003) Making and keeping friends: A model for social skills instruction. Indiana Resource Centre for Autism Reporter, 8(3),1-11

Winner, M.G. (2000). Inside out: What makes a person with social cognitive deficits tick? San Jose, CA: Author

Levine, M. Dr. (2002) Educational Care: A system for understanding and helping children with learning differences, Educators Publishing Service, Cambridge and Toronto, Chapter 9, p. 304-5, The Misinterpreted Child.

Asher, S.R., and J.D. Coie, eds. Peer Rejection in Childhood. Cambridge: Cambridge University Press, 1990. This collection of essays focuses on research into children who are rejected by their peers. |There are useful reviews of specific social skills and their roles as well as papers on social skill training methods.