Download Accessing the Curriculum for Pupils with Autistic Spectrum by Gary Mesibov, Marie Howley, Signe Naftel PDF

By Gary Mesibov, Marie Howley, Signe Naftel

This publication explains how one can open up the curriculum to students who've autistic spectrum problems. the actual problems skilled via scholars are mentioned in direct relation to precise components of the curriculum, together with: center and starting place topics, PSHE, citizenship and broader facets equivalent to holiday instances and assemblies. The authors exhibit the reader how established educating can permit students with ASD to entry the curriculum in a significant means and provide many useful ideas to facilitate this strategy. This ebook will gain these on expert autism classes, all prone of autism-specific education and the numerous academics and educating assistants operating with autistic students who're requesting this counsel.

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Additional resources for Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion

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Rst I do this, then I do that. This often means that it is difficult to engage pupils in an activity and then to move them on to another activity when the first is finished. The use of an object schedule will be a successful strategy for some pupils in relation to developing better communication from the teacher to the pupil about the sequence of activities, and in developing early thinking skills. Communication and early thinking skills The National Curriculum identifies communication as a key skill necessary for all areas of the curriculum (DfEE/QCA 1999a, b) and curriculum guidance for teaching pupils with learning difficulties provides guidance on developing the key skill of communication and also early thinking skills.

The class teacher has found this to be a useful strategy to encourage children with poor concentration to develop independent work skills, for example during independent work in the literacy hour. ‘The office’ is made available at some times of the day for all children to have the opportunity to choose to work there. Thus the introduction of this physically structured space for one pupil has in fact resulted in a useful workspace for many children. When working within a small group, a strip of coloured tape is used to define Leila’s working area on the table.

For other pupils, there will probably be a transition area on the table or a wall where the pupil goes to find out what activity is next. The teacher often uses a transition card, usually displaying the pupil’s name, when it is time for a transition. The pupil takes the name card, goes to the transition area where the schedule is kept, and then proceeds to the next activity as indicated on the schedule. For some pupils the schedule can be portable, such as a clipboard indicating the daily activities or a regular daily calendar listing the sequence of activities.

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