Get Access and Inclusion for Children With Autistic Spectrum PDF

By Matthew Hesmondhalgh, Christine Breakey

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Additional resources for Access and Inclusion for Children With Autistic Spectrum Disorders: Let Me in

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An introductory teaching package was written for use in the first year. This had to include lessons on road safety as King Ecgbert’s has the misfortune to be a split site school with a busy road in between buildings. From this point of view, we could not have landed in a worse school. Most of the pupils we take have little or no experience of crossing a road safely. It is the pupils who change buildings at King Ecgbert school rather than the teachers. This means that at ‘change-over time’ (the gap between one lesson finishing and the next one starting) there could be as many as 500 mainstream pupils on the move between buildings.

2. Joe can be over-sensitive to criticism. 3. Joe can appear rigid in his attitudes and approaches. 4. Joe does not like to fail. 5. Joe’s organisational skills are poor. He will lose books/coats/rulers, etc. Suggestions 1. Joe will need clear and concise instructions. 2. Joe must be forewarned about any changes to his timetable, rooms or teachers. 3. Joe needs encouragement to try new things and to know he may get things wrong the first few times. 4. Joe will get opportunities to talk through any difficulties with a member of staff from The Resource.

Word throws’ are used to try to illuminate the fact that deriving meaning from a sentence is a complicated process if you ‘miss’ any of the information. For example, the sentence ‘stand behind your chair and stick your fingers in your ears’ is cut up as single words on card and weighted with a penny stuck on the back. An explanation is then given to the pupils that it is difficult to understand and derive meaning from language if you miss the meanings of some words, or take a little longer to process them.

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