Understanding Autism Spectrum Disorders (ASD): A Guide for Secondary School Teachers by southleeasd Some mainstream teachers have been asking us for information about ASD. Here is a short guide for teachers who may be unfamiliar with students with ASD. What are Autism Spectrum Disorders (ASD)? ASD is an umbrella term, for a variety of conditions such as Asperger Syndrome, Autistic Disorder and Childhood Autism. ASD is a lifelong developmental disability that affects how the student relates and communicates with other people. Autism is a hidden disability – meaning they might not look different but their behaviour and experience is different. It is a spectrum condition meaning not all individuals with ASD are alike. Therefore, there is no single classroom recipe. If you have a student with ASD, the curriculum and teaching style might need to be adapted somewhat. In general, individuals will have difficulty in three main areas called the Triad of Impairments. What are the Triad of Impairments? Individuals with ASD tend to have difficulties with social interaction, social communication and social imagination. They may also have repetitive behaviours or interests. They can have poor social skills and a poor understanding of social customs. Therefore, students may appear socially awkward, odd, eccentric, lack tact, stand too close or talk at and not to other people. For some, looking others in the eye is particularly difficult. What are the Difficulties they may have? Reading moods, emotions and facial expressions. Understanding abstract thoughts and concepts. Social Naivety – thus, they are more vulnerable to bullying among peers. Understanding other people’s point of view. Some also have poor Motor Coordination. What you need to know about students with ASD? Autism exists - It is a neurological condition that is largely outside the child’s control. For many, their problem behaviours are a result of their autism. Most want to ‘fit in’ – Try not to treat them differently in front of peers. They have feelings but have difficulties expressing them. Students with ASD are similar to their peers in many ways. They are also a child who deserves the same respect and kindness as everyone else Focus not on their disabilities but on their many abilities What can I do as a Teacher? It is important to understand that you may not have all the answers. For some teachers, it may be your first encounter with a person with ASD. Look for Help Consult with the Resource teacher or Year Head for specific information about your student. Write Down Rather than Tell Students with ASD process information differently and may have a more visual learning style. Write a list of what is needed in class. Write out the agenda for what they will be learning weekly and any upcoming exams. Write up the daily homework. Use email or electronic means where available. Avoid Sarcasm, Jokes and Metaphors. Individuals with ASD take words literally. Therefore, phrases such as “pull up your socks” would not be understood. Try Not to Assume Anything Teach seemingly obvious things. Often the motives of individuals with ASD are misunderstood. They may unintentionally upset or offend you – Tell them and explain what would be a more appropriate thing to have said in a gentle manner. Tell the student what you want them to do in the positive. Not the imperative. For instance: “You left your books on the floor” is merely a statement of a fact. They cannot infer what you mean. “Please put your books in your bag when you finish” is more appropriate. Seemingly, “Tidy up” is too vague. “Put papers in the bin” is better. Spell things out for them. Try to use clear instructions and explanations. Don’t Embarrass Child in front of Others Children with ASD are extremely vulnerable to bullying due to their social naivety and poor social skills. As the leader of the classroom, set a positive example for the other students to follow. Don’t Give Up Just like any other student, you should have expectations of improvement. Expect more and you will get more. Homework Some individuals with ASD try to conceal their differences during the day in school. This can be extremely taxing leaving them exhausted and unable to do homework. Reduced or differentiated homework may be required. It may also help to break assignments down into smaller sections providing regular feedback. Routine Most individuals with ASD require predictability and need to know what to expect. Unpredictability increases anxiety about the ‘unknown’. Try to avoid surprises and prepare the students for what to expect in situations and any potential changes you foresee to their routine
Posted on: Wed, 18 Sep 2013 15:23:50 +0000
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