On Autism January 21st - RMIT University



On Autism January 21st

Sara Daisy, a parent at Lathner Primary, works with autistic children. I asked her for some advice and she emailed me. I plan to share this information with staff.

Thanks for contacting me Keith. As you know I have had many years of experience with autistic children in mainstream schools. In your classroom I know you employ strategies to support the learning and success of children with special needs as well as presenting great learning opportunities for all class members. You’ve already found out the power of music for Marcus.

My suggestion is to investigate any personal needs of an autistic child presumably provided by his parents or caregivers. I once worked with a child who disliked the colour red. When red paint was used in art, she threw it. When the letters of the alphabet were in red, she destroyed them. It is easier to take on board any information offered rather than learning it the hard way. For you, your class and in this case Marcus.

If you are aware of any children in your grade who are autistic, try and integrate them before the rest of the class starts. This might mean they start school a day before everyone else. If possible can these children attend for an hour on the staff planning day. There is a great advantage, if these children are allowed to move about the classroom allowing their highly developed senses to take in the new environment. At this time you can select the desks they will sit in for the year. It is best to allocate the desks knowing that the strength of a successful year will depend on structure, communication and clear expectations. Don’t attempt to move the position of these desks unless absolutely necessary. Moving a child’s desk one meter to the left or right to the child is like learning a whole new environment.

Timetabling is the best framework structure you can offer. Timetabling provides the three necessities of structure, communication and clear expectations. Visual aides can assist the autistic child to respond, process the information and evaluate need.

You might say to the class,’ We have maths this morning, assembly and then P.E. after lunch.’ The members of your class will able to process this in a moment. Your special needs children, however, may need to look at a visual timetable. You might think of sticking one of these on the children’s desks and point out the structure.

The physical environment of the classroom needs to be considered in terms of all children’s needs. Note whether the mobiles of artwork you hang from the ceiling disturbs these autistic children. The other children in your classroom may see pretty artwork spinning in the breeze. The autistic children may be examining the rotations of the artwork, the timing of the spins, the sounds it is making all the while not concentrating on the task at hand.

Introduce buddies to your autistic students. Be aware that they don’t have to have only one buddy each. They may have a different buddy for different activities.

In many ways the mildly autistic child can be the perfect student. Find out the strengths of the child. They will be in the same position in line every day. In maths when using MAV blocks to show area and volume, this child will build symmetrically.

There is no grey in the autistic world; only black and white. If they are going to be picked up at a certain time, they will stop work at that time. Communication is a key to success. Try to understand what the autistic children are saying or showing by their behaviour. Seek expert assessment if needed. When you are reading and the child puts his hands over his ears , is the behaviour saying he doesn’t want to hear or that he’s hearing too much? He may be hearing the mower outside the window, the music in the class next door and traffic on the road while trying to hear the story.

Keith, expert help is available to teachers through Education Department’s websites. Visiting teachers can consult in the classrooms after observing the student.

I hope my suggestions assist you. Please let me know how you go.

Regards,

Sara

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