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 issues. the actual problems skilled by means of students are mentioned in direct relation to express parts of the curriculum, together with: middle and beginning topics, PSHE, citizenship and broader facets resembling holiday occasions and assemblies. The authors exhibit the reader how based instructing can let scholars with ASD to entry the curriculum in a significant approach and supply many useful options to facilitate this method. This publication will gain these on expert autism classes, all services of autism-specific education and the numerous lecturers and instructing assistants operating with autistic students who're soliciting for this suggestions.

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

Sample text

1989) allows us to develop visual systems to improve our communication to pupils and to improve pupils’ spontaneous communication skills. This can be supported effectively through Structured Teaching techniques such as the use of visual schedules, visual instructions and individualised communication systems. Social interaction National Curriculum key skills: Working with others If pupils are to work with others they must develop social skills and a growing awareness and understanding of others’ needs.

Martin’s classroom is divided into areas that are used for designated activities through the use of screens, some furniture, mats and coloured tape. 3). Martin’s independent work area is in a corner of the room and faces a wall; a screen divides Martin’s area from other work areas. Walls within the area are left blank to reduce distractions, although other areas of the classroom have appropriate displays. Another pupil requiring the same level of structure uses this independent area at different times to Martin.

Once the physical structure of the classroom is set, the teacher can begin establishing basic routines that allow the pupils to associate specific activities with specific places. These associations facilitate an understanding of basic classroom activities and expectations. They also make it easier for pupils to do what is expected when they are in the designated areas. Although the classroom environment cannot be manipulated to the same extent for pupils in the mainstream, physical structure for these pupils is still important.

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