Accessing the Curriculum for Pupils with Autistic Spectrum by Gary Mesibov, Marie Howley, Signe Naftel

By Gary Mesibov, Marie Howley, Signe Naftel

This ebook explains how you can open up the curriculum to scholars who've autistic spectrum issues. the actual problems skilled by way of students are mentioned in direct relation to precise components of the curriculum, together with: center and origin matters, PSHE, citizenship and broader features reminiscent of holiday occasions and assemblies. The authors convey the reader how established instructing can permit scholars with ASD to entry the curriculum in a significant approach and supply many useful options to facilitate this technique. This booklet will profit these on expert autism classes, all companies of autism-specific education and the numerous academics and educating assistants operating with autistic scholars who're requesting this suggestions.

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

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Later this can be modified to enable the pupil to begin to construct sequences within the visual structure provided. Organisation, planning and problem solving National Curriculum key skills: Problem solving The key skills of problem solving involves pupils developing the skills and strategies that will help them to solve the problems they face in learning and in life. Problem solving includes the skills of identifying and understanding a problem, planning ways to solve a problem, monitoring progress in tackling a problem and reviewing solutions to problems (21).

As he is distracted by most events in the classroom, a small area has been defined in the classroom play area where Ricky is encouraged to join in structured play activities with two peers. A table has been designated for ‘structured play’ where Ricky is being encouraged to play in proximity with one peer. 4: Structured play tables in a designated play area. 5: Screened area for circle times. 33 Accessing the Curriculum for Pupils with Autistic Spectrum Disorders becomes familiar with the physical structure, he can be encouraged to play in proximity and join paired activities with peers, developing early skills relating to ‘working with others’.

Without clear physical structure, curriculum access may be limited, as pupils cannot identify the purposes of space. If these aspects are not addressed, pupils with ASD may resist activities and often present behaviour management issues. Physical structure is often then the first step in creating a structured and predictable environment, in mainstream or specialist settings, for pupils with ASD. The following examples illustrate how we can begin to create more effective learning environments for pupils with ASD by considering different levels of physical structure: defining the purpose of space and reducing distractions within the learning environment.

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