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Kieron’s Journey

Kieron’s Journey. Partnership – what is it? Parents and educators working together. Where did the journey begin?. Kieron very anxious in school. Demeanour Rec – Y1 Squirmed-no eye contact.

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Kieron’s Journey

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  1. Kieron’s Journey Partnership – what is it? Parents and educators working together.

  2. Where did the journey begin? • Kieron very anxious in school. Demeanour • Rec – Y1 Squirmed-no eye contact. • No eating. Lunch box crackers (Jacobs). Blackcurrant. Lost weight and looked felt/cold at playtimes. • No fruit/juice time. • Upset afraid of failure.. Distressed. • Behaviours- shouting, screaming, crying, licking children, yelled on the yard. Would bite other children. Attacked mum at end of day. • Never asked for help. Communication eventually came in a silly voice. • Experienced anxiety at; hall times/practices/lunchtimes/fire alarms… spotted notification of fire drill on teacher’s weekly memo.

  3. Conwy ASD team became involved.. • November 2005, 3 sessions per week. • Developed star charts, picture timeline. • Fruit /eating encouragement – tiny bits at a time. • PATHs, feelings/ emotional literacy. • Literacy, e.g. describing pictures. • Maths – back to basics, four rules, language. • SEN teacher came in to advise on next steps.

  4. Imitation to Innovation • Developing literacy • Pie Corbett – development of writing. • Structure to invention. • Mapping stories, events, sentences. VISUAL PROMPTS IMPORTANT.

  5. Input from the experts • Autism Cymru • Background information about the condition • Social stories/development • Visual Schedules for all • Work stations • Sharing information –INSET and informal chat in school • Clinical Psychologist-making food fun..

  6. Most important experts – parents! • Open the door! What are we afraid of? • Need for holistic knowledge of the child. • Dialogue. • Learning is about linking facts/skills. • Keeping consistency and routine.

  7. Sara Miller • I can’t think myself out of a paper bag socially. When I run into a situation that’s totally different…I can’t figure out what to do. It’s got to be something that I’ve seen someone else do before so that I can mimic them or I need someone to tell me what to do. • REASON FOR BEHAVIOURS/MELTDOWN!

  8. The effects of acquiring knowledge • Experiential learning! • The child teaches the parent/educator. We have to use our flexible thoughts to go with the child. • The more you read the less you know! • The learning never ends..

  9. Trial and error • No medicine for it then! • Need space, time and energy! • As a teacher (Easier job): • Social stories – for routines • As a parent (More difficult): • Can’t cover every eventuality but act on each experience..stories..

  10. Teachers’/educators’ perspectives-Barriers to inclusion.. • No time!! • There’s 30 other children in the class! • Lack of knowledge regarding Autism. • Maintaining discipline – addressing all children’s needs adopting the same expectations, strategies, rewards and consequences. • Home / school barriers.

  11. Relying on the continued support and staying “enchanted” • Teachers and parents maintaining enthusiasm. How do we? • The “goose bumps” make it worthwhile.

  12. Working beyond the tick boxes and requirements • If we follow job descriptions nothing moves on.. • Apply some of the theories- adapt and change according to the individual. • TAKES TIME PATIENCE AND ENERGY!

  13. The educational process as a journey…the journey so far…. • Calm patches, congestion, scenic, direct, traffic jams, dead ends, bottle necks, pleasant surprises. Reach landmarks but never the destination. • Are we there yet? • Kieron confident / self assured in school. Demeanour displays an increased feeling of well being. • Has developed eye contact. • Eats well in school. School dinners going down well. • Takes part in drinks/tuck time. • Still afraid of failure.. Not so distressed. • Negative behaviours now rare. • Asks for help and expresses feelings through the assistance of PECs/help book. Will express himself verbally and literacy developed – can explain in limited sentences. • Anxiety generally has decreased, e.g. hall times/practices/lunchtimes/fire alarms. • Parents/educators common goal so communicate! • Being honest. Supporting each other. • Maintaining the feeling of being “OK!”. Making it FUN.

  14. Time for questions…..! • FEEL FREE! WE MAY NOT KNOW THE ANSWERS! BUT WE’LL GO BACK TO NORTH WALES AND TRY AND FIND OUT!

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