Strategies for Supporting People in Employment who are on the Autistic Spectrum including

1. Strategies for Supporting People in Employment who are on the Autistic Spectrum including Asperger Syndrome, ADHD and Tourette’s Syndrome

2. Learning outcomes • To establish the accepted features and behaviours associated with Autistic Spectrum Disorder including Asperger Syndrome, ADHD and Tourette Syndrome • To explore a variety of approaches that can support and/or exacerbate the difficulties that learners with these conditions experience • To identify an appropriate approach to responding to a learner and reporting when any of these conditions are suspected • To reflect on personal preferences attitudes and beliefs associated with the behaviour exhibited by learners with these conditions and consider how these can impact on practice

3. Icebreaker Activity • In small groups you will be using all the information and experience you have of all of the conditions included in this unit. • This activity involves matching the information on cards under the headings Title, Definition, Symptoms and Causation. • You need to work across all the groups to share views, opinions and gain information about each other.

4. Question and Answer Activity On your own, design a non-ambiguous question to find out from a partner how they like to learn. You can base this question on your own preferences for learning i.e. reading, working in a group, being shown, trial and error etc., your understanding of learning styles or your understanding of these conditions or ideally a combination of all three. In pairs identify who will be A and who will be B (A will need to be able to pretend they do not understand the question)

5. A ask B your question, B answer as yourself – this is not a role play • B ask A your question, A answer as yourself but after you have thought about it for 2 minutes (this will be timed)

6. A ask B your question again with any modification, expansion or reduction you would like to make from your previous experience B answer using images and/or pictures and/or symbols. • B ask A your question again with any modifications you would like to make from your previous experience A answer as if you have not understood the question – this is a role play!

7. When may a condition show itself and how? • Historically in a previous educational setting e.g. school or previous course of learning • Presenting at application stage to the organisation • At the first meeting with a Support Worker • During an induction/learning programme while support is being given

8. Plenary • Each group read out the title and questions from your prompt card and feedback your conclusions • How would you report your observations and who in your organisation would it be most appropriate to report to?

9. Analysing a Case Study

10. Building Case Studies through ‘Consequences’ In 4 groups we will develop 4 Case studies reflecting the knowledge and experience you have brought with you and the information and understanding you have gained. You will make contributions to the case studies under the following headings: • History • Presentation at Learning Programme • Initial meeting with Support Worker • Appropriate and Inappropriate Support • The Return of Your Learner

11. Unit Accreditation Overview

12. apt Unit Title:Strategies for Supporting Learners in the Autistic Spectrum including Asperger Syndrome with ADHD and Tourette Syndrome Level: 2 Credit Value: 2GLH: 16 Level: 3 Credit Value: 2 GLH: 14

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