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Autism with additional Learning Difficulties : special school strategies

Autism with additional Learning Difficulties : special school strategies. Dr. Rita Jordan School of education, University of Birmingham 2003. The Dual Disability. general learning difficulties direct effect on the ability to learn interact with the autistic disorder

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Autism with additional Learning Difficulties : special school strategies

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  1. Autism with additional Learning Difficulties : special school strategies Dr. Rita Jordan School of education, University of Birmingham 2003

  2. The Dual Disability • general learning difficulties • direct effect on the ability to learn • interact with the autistic disorder • understanding at the psychological level crucial • needs of those with profound learning difficulties • social responsiveness as well as skills

  3. Communication • Communication is a curricular priority • for its own sake • as a skill to access the curriculum • includes gestures, facial expressions, proximity & body posture • also language problems • need to understand communication

  4. Language Difficulties • significant number remain mute • need to teach: • difference between what the words mean and what the speaker means • awareness of concepts and needs • a means for communication • within an environment that fosters communication

  5. Teaching Communication • PECS for expression TEACCH for reception • teach communicative functions directly • only one new dimension at a time • 5 dimensions to communication: * form *vocabulary *communicative function *semantic meaning *context

  6. Understanding Communicative Gestures • communicative intent • speech roles • joint attention • early communicative gestures • need explicit instructions • direct teaching of meaning of gesture • a programme of desensitisation

  7. Non-Productive, Pedantic, Literal Use and Understanding • language used for narrow range of purposes • often echolalic and non-productive • interpret idioms or sarcasm literally • direct teaching of conversational skills: • turn taking • active listening • topic intro., maintenance & change

  8. Reading - Hyperlexia and Abnormal Development • check for understanding of read texts • demonstrate the purpose of reading • factual texts & familiar stories • can develop play - Sherratt & Peter (2002) • written language can be: • a bridge to spoken language • a way of getting needs met

  9. Educational Uses of Language • failure of communicative intent • difficult to understand spoken instructions: • visual presentation, structure, physical guidance & CAL • educational use of questions • inappropriate model of didactic style • teach in functional contexts

  10. Social and Emotional Development • skills difficult without understanding • not aware of own emotions • no reflection, no control, no punishment • symbols mislead without understanding • need some rules with a wide currency • need communicative partner • other 'rules' may be socially disabling e.g. look when being addressed • will not know purpose • not able to time gaze appropriately

  11. Teaching Social Understanding • videos / instant photographs for social cues • innovatory aspects of ICT • range of techniques based on mutual enjoyment of interaction: • 'Interactive Teaching' • Option • Music-Assisted Communication Therapy • Hanen • Floortime

  12. Teaching Social Understanding 2 • avoid secondary handicaps • teach meanings, not meaningless rituals • teach directly to act as part of a group • compensate for lack of peer relationships e.g. transition/ sexuality • self-help and independent skills may have a social element

  13. Teaching about Emotions • self then others • explicit meaning through: • mirrors - attention to own • unambiguous emotional expressions • explicit labelling • context • managing extreme emotional reactions • enjoyable experiences enhance learning

  14. Flexibility in Thinking and Behaviour • compensatory strategies: • help the individual cope within the limitations of the disability • TEACCH - good compensatory approach • remedial strategies: • help find alternative routes to overcoming those limitations

  15. Changing Behaviour • difficult to inhibit actions • change the environment • prevent the response & train alternative • develop self control (supports) • functional analysis • teach adaptive behaviours • plan - do - reflect

  16. Curriculum Aims • understanding of self & others • independence • skills for integration into society • pay attention to teacher's demands • develop a relationship through opportunities for emotional engagement • direct rules and codes of conduct • recognise effects of their own actions

  17. Teaching Reminders • repetition for consolidation • emotional engagement and interest • explicit external (visual) cueing • taking account of contextual dimensions • academic and social skills • aesthetic, physical & spiritual • understanding, skills & experiences

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