managing students with autism - strategies
TRANSCRIPT
HOW TO MANAGE STUDENTS WHO HAVE AUTISM.
Karen D. Barley (Dip Teaching, Grad Dip of Edu, Med) [email protected]
© Karina D. Barley 2014
Karina D. Barley (Diploma of Teaching, Post Graduate Diploma of Education, Diploma of Life Coaching, Master of Education)
© Karina D. Barley 2014
About the Author• Teacher in Australia for 25 years in primary schools – past 10 in special
education.
• Spent two years doing Master of Education researching Autism, Autism & technology & specifically using technology in an educational setting. Currently doing a PHD to continue research in this area.
• Creator of Project Autism – an Autism consultancy, behaviour specialist service & iPad programming consultancy. Professional Development & Trainer to Australian Teachers for TTA.
• International Author & Course Designer for Digital Learning Tree, Teacher Training Australia, Edweb & Udemy – iPads in Education, Androids in Education & various Autism Awareness Courses
• International Speaker and presenter at conferences in Australia & the USA
“Children are the living messages we send to a time we
will not see”. ~John W. Whitehead
Overview – Autism – What is it?
Meaning & What does it mean for students?
What is AS? Definition adapted from Autism Victoria (www.amaze.org.au)
Autism Spectrum (AS) affects around 1 in every 100 people and impact on an individual’s ability to communicate, socialise and think imaginatively.
• Autism Spectrum is a developmental condition which affects three main areas: the ability of the individual
• to communicate• to socialise, and• to think flexibly
• It affects the way that individuals are able to interact with others.
• No two individuals who have autism are alike – Spectrum.
• It’s now believed that all children on the Spectrum experience sensory issues.
It is extremely important that we understand what the ‘autism’ world is like for it is with awareness that we can best empathise and in turn facilitate an environment that is more ‘autism’ friendly.
Children who have autism have a different learning style and as educators we not only need to be aware of how to cater to the various styles but also how to develop the best strategies to educate them.
It is in this environment that we are challenged as educators to change our way of teaching and cater to the individuality and uniqueness of each child.
For example, you may need to change:
- The physical environment- The way you present work- Even the way you set up parameters & discipline
Sensory issues are real & many children who have special needs struggle with
‘sensory’ problems.
Individuals with Autism feel like they are bombarded with sensations.
• We need to see “special needs” as potential not less than. Always set these kids up for success.
As educators you have a responsibility to create a future for the children we come in contact with; and we need to see what potential shines in each
student.
Make sure you have your photo and your name placed where everyone can see it. On whiteboard, IWB etc.
Use Visual TimetablesThese should be either on or close to the student’s desk.
Students on the Spectrum respond to incentives or rewards
For example you can use incentive bracelets, or have pre prepared ‘reward’ statements.
Giving instructions
When you’re giving instruction, ensure your student on the Autism Spectrum understands.
Provide visuals where you can.
Remember they will need extra time to process and you will need to break down instructions.
Be as organised as possible
Kids with Autism don’t cope well with chaos.
Ensure you are seated where they can see you, hear you and connect with you.
Be prepared with extra resources
Have some extra resources in your ‘toolbox’. For example a special book; “sensory” toys such as feely toys etc; a unique game or puzzle.
Allow for breaks (preventative) especially if you can sense anxiety.
Use a break card if necessary.
Keep a calm even approach.
Try not to raise your voice.
Technology• iPads are brilliant tools for these kids
and if you can’t get work out of them in the traditional ways, then allow for the use of iPads.
What not to do!
Don’t assume anything!
http://www.kidspot.com.au/the-year-1-essay-that-stopped-us-in-our-tracks/
Cadence is a 7 year old with Autism. She has severe speech & language delays; selective mutism; sensory issues & anxiety. However, she is also a bright, clever little girl who is an exceptional writer.
No matter how combative or problematic, don’t be confrontational.
Don’t alienate – connection with your student is vital.
Kids on the Spectrum experience…
Anxiety as a result of • Resistance to change• Fear• Feeling unsure• Unfamiliarity
• You need to reassure
• Allow them time to decompress
• Let them know what is happening and when
Do NOT insist your student look you in the eyes!
Sit to the side whenever possible.
Ask for permission to touch the child.
Don’t punish or penalise for things they cannot help.
Avoid clichés’ metaphors etc
Be aware of any sensory issues – for example be mindful of introducing loud noises
Avoid doing anything out of the box…to keep as much normality in the classroom as much as possible.
Do not look at the child with pity or sadness.
Do not label
Don’t talk about the child in front of them.
Don’t forget to ask the student about what is going on!
Behaviour
Behaviour tell us everything!!!
Especially negative behaviours!!!
The disruption may be the only way a child can tell us that something is wrong.
So you need to ask why the behaviour?
Do they understand what you want?
Do you need to clarify instruction?
Do they need further reassurance?
Are they feeling overloaded?
Ask your self what the behaviour could be telling you?
For a child with autism, next to their home the classroom may be the next safe place they have.
It has probably taken the student some time to feel safe in this environment.
If there are any behaviour issues/meltdowns
Stay calmKeen an even voiceWait for the meltdown to end before you address it.Keep the student and other students safeAsk why the behaviour?Seek help from other teachers and aides.
SO WHAT DOES HAVING SPECIAL NEEDS MEAN TO THE STUDENTS? …
(This is written from the child with autism’s perspective)
• Change makes me anxious. This is because routine helps me to feel safe and stable, so any disruption to my routine will disrupt my sense of safety.
• However, if you give me a warning and help me to understand the change that is about to occur, I will cope with this change more effectively.
• I don’t want special privileges, but I want a chance to be able to achieve success in the world.
• If I am having a ‘meltdown’, I’m not being stubborn, or naughty, or disruptive; I’m just anxious, frustrated and scared because I can’t make you understand what the world is like for me.
• If I cannot speak to you, or if I do not respond to your questions, it does not mean I can’t hear you.
• Please don’t speak about me in front of me because your comments hurt my feelings.
• I want people not just see my disability, but I want people to see me.
• I learn differently and see the world differently than you.
• I may take longer to process information.
• The most important thing to consider is to develop a connection with me.
• Come to my ‘space’ first because I don’t understand yours; stepping outside of my comfort zone will initially cause me anxiety but once I get to know you and trust you, I will gladly meet you half way.
These kids can be delightful and interesting and remember, YOU can make an IMPACT!
"You don't have to have a disability to be different" Kim Peek (the real “Rain Man”)
The path I travel is lit by those who came before me, and it will shine
brighter for those who follow me.
“I just want to continue to exist, but you continue to
question my very existence!”
– Alyson Bradley
"Asperger’s syndrome has
probably been an important and
valuable characteristic of our species throughout
evolution." Tony Attwood
"I I do not suffer from Autism, but I do
suffer from the way you treat me."
-Tyler Durdin
"If I could snap my fingers and be non-autistic, I would not -
because then I wouldn't be me.
Autism is part of who I am." --Temple
Grandin
