Get Accessing the Curriculum for Pupils with Autistic Spectrum PDF

By Gary Mesibov, Marie Howley, Signe Naftel

ISBN-10: 1417500646

ISBN-13: 9781417500642

ISBN-10: 1853467952

ISBN-13: 9781853467950

This booklet explains how you can open up the curriculum to students who've autistic spectrum problems. the actual problems skilled through scholars are mentioned in direct relation to precise components of the curriculum, together with: middle and beginning matters, PSHE, citizenship and broader points corresponding to holiday occasions and assemblies. The authors exhibit the reader how dependent educating can let students with ASD to entry the curriculum in a significant means and provide many sensible suggestions to facilitate this procedure. This ebook will profit these on expert autism classes, all prone of autism-specific education and the numerous academics and educating assistants operating with autistic students who're inquiring for this advice.

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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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Improving communication from teachers to pupils improving understanding of what will happen, when and where improving the ability to make the transition from lesson to lesson improving the ability to follow a timetable reducing anxiety increasing flexibility and the range of activities a pupil accesses. Curriculum access depends on developing understanding so that the school timetable becomes more meaningful. It should be noted here that schedules are just one strategy for promoting wider curriculum access.

The nature of the social impairment in ASD inevitably leads to challenges for pupils with ASD in this area. The use of physical space and the structure of that space will be important in helping pupils to interact and work with others. CASE STUDY Physical structure and integration Ricky is six years old, has ASD and learning difficulties and attends specialist provision within a school for children with a range of special educational needs. He attends the specialist class for the majority of his time, but integrates into a Year 1 class twice each week for social activities and structured play.

He was frequently found riding a bike over the field, rather than in the allotted playground. The difficulties Ricky has at playtimes are by no means unique to him so the school has considered a number of strategies to structure the outside areas. A small section of the playground is fenced off to define a smaller area for specific activities. Cones are used to demarcate play areas and a ‘road’ is painted on the playground to indicate where to ride bikes. The large outside area is now divided into defined areas for discrete activities.

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Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion by Gary Mesibov, Marie Howley, Signe Naftel

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