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 scholars who've autistic spectrum issues. the actual problems skilled by way of scholars are mentioned in direct relation to express components of the curriculum, together with: center and origin topics, PSHE, citizenship and broader points resembling holiday instances and assemblies. The authors convey the reader how based instructing can allow students with ASD to entry the curriculum in a significant method and provide many useful techniques to facilitate this technique. This publication will gain these on professional autism classes, all services of autism-specific education and the numerous lecturers and educating assistants operating with autistic students who're requesting this tips.

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

Example text

While examples of specific types of schedules are provided to illustrate particular curriculum links, it should be remembered that all levels of schedule can be used in relation to the same curriculum area. For example, the development of aspects of personal and social skills is illustrated through the use of a photograph schedule (see Ricky’s case study). This could equally be addressed for another pupil using an object, picture or word schedule. The level of schedule used will depend upon individual developmental and cognitive abilities.

The combination of knowing he can leave, together with the seating plan alleviates Adam’s anxieties to the point where he now stays for most lessons. Adam also experiences sensory disturbance and finds some sounds painful. The school bell, indicating ends of lessons, caused Adam great anxiety as the sound was painful to him. He spent most of his lessons worrying about when the bell would ring rather than focusing on the lesson content. Adam now has a timer, which he sets at the start of each lesson to indicate a five-minute warning that the bell will soon ring.

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. This is helpful to Ricky, and to many other pupils, who are beginning to stay in designated areas. The reduction in running around results in greater attention to activities in each area. As the purpose of space is made clear, Ricky and his classmates are encouraged to make choices about their leisure and recreation time outdoors (QCA 2001b: 18).

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