Autistic Spectrum Disorders Practical Strategies for Autistic Spectrum Learners

1. Autistic Spectrum DisordersPractical Strategies for Autistic Spectrum Learners Soroosh Yousefian Created by S. Yousefian

2. Learning Outcomes • To identify the key issues and areas of difficulty for adult learners on the autistic spectrum. • To Identify the meaning of Autistic syndrome, strengths and issues individuals might have • To identify range of strategies to promote effective teaching and learning which can be employed in the classroom and include all learners Created by S. Yousefian

3. “I have Asperger's Syndrome, a 'milder' form of Autism, (yeah right!). That means that I have difficulties with social interaction, communication and imagination. Of course you could say that that is a matter of opinion because after all, interaction and communication are a two way thing - maybe I have it right and others have the difficulties!!” (Luke Jackson, aged 14) Created by S. Yousefian

4. Overcapacity To the optimist, the glass is half full. To the pessimist, the glass is half empty to an Autistic, the glass is twice as big as it needs to be. Created by S. Yousefian

5. What is the Autistic Spectrum? • This is a term used to describe the range of disorders which could be categorised as types of autism. Autism is characterised by a ‘group of three’ socially-related difficulties, so that those with autism have difficulties with communication, imagination and socialisation. Created by S. Yousefian

6. Brain associated diagnoses of autistic spectrum disorders The limbic system is in the centre of the brain, controlling primitive, emotional responses The cortex provides reasoning and analyses data The cerebellum regulates body language and interacts with cortex for spoken language Low blood flow to these parts of the left hemisphere is a finding in some autistic young people. Diagram Source: http://www.patient.co.uk/showdoc/21692469/ Created by S. Yousefian

7. Autism is mainly one’s interpretation of one’s own view which can be very different from the rest of community or another autistic person so we need to have different approaches and methods based on how our learners see the world. One of the most important factors is to make them feel relaxed and assure them of no complication in teaching by simple, clear instructions. Created by S. Yousefian

8. Lee: • Initially wouldn’t talk and has no concept of time • Very low confidence • Social phobia • Very different interpretation of the world • Usually writes what he thinks should be written, not what he was asked to write • One to one support • Clear rules on the consequences of inappropriate behaviour • Short clear instructions • Strategies to divert his aggression (Lee doesn’t like laughter) • Visual plan • Explain any changes • Realistic targets • Positive encouragement • Make him feel safe and understood • Plan the lesson based on his interest or obsession • Respect his needs • Avoid unnecessary changes • Use Spider diagram Created by S. Yousefian

9. Realistic expectations( Remember their action is because of their condition) • It is necessary to educate the rest of the group to have tolerance towards their peer’s needs • Clear rules on the consequences of inappropriate behaviour .Autistic learners respond extremely well to clear instructions and rules • No ambiguous language • Don’t use un necessary expressions ( I was tied up in a meeting) • Communication is an aspect of development affecting many learners with autism. Some teachers at Hereward are trained in PECS (picture exchange communication system). • Some learners find it difficult to attend to tasks so our planning may include exercise, which can help reduce anxiety and aggression in learners with autism. • Be observant and understanding Please visit our Exhibition of photography at Herbert Art Museum, Coventry 21th of March-9th of April 2012 Asperger Group Hereward College Created by S. Yousefian

10. Mike: • Hates to be called Michael (Reason) • Clear, short aim and objective for lesson • Variety in approaches to explain the reason for certain activities • Avoid unnecessary changes • Needs instant feedback, should proof read sentence by sentence otherwise would get extremely anxious to correct more than one mistake in one go( makes him feel he is a failure) • In Maths self correcting programs such as Excel works perfectly • Hates to be in the lesson after the teacher • Doesn’t take criticism so we need to re-phrase words Some educational implications for AS learners Created by S. Yousefian

11. Asperger Syndrome is a type of autism and those with this form tend to be of average or higher than average intelligence. Their main difficulty is socialisation. Created by S. Yousefian