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Simon Burke, ARC Teacher January 2016

43% of young people with autism surveyed in 2011 felt teachers didn't know enough about the condition

68% of parents surveyed in 2011 said it hasn’t been easy to get the education support for their child needs

ARC students are accessing mainstream lessons and opportunities

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Overview of autism and how it affects communication, interaction, learning and behaviour

Link to current ARC students Share strategies useful for working with

children who have autism As a school plan about how best to support

the needs of the students with autism who attend Kenton Bar

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A neurodevelopmental condition, occurring across a spectrum and affecting three main areas:

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social interaction

social communicationsocial imagination

(Wing and Gould 1978)(Wing and Gould 1978)

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Intellectually ableAsperger Syndrome

No language

Has language Autism

Spectrum

Severe learning difficulties

Core Autism

Sensory differences Learning difficulty ADHD OCD Difficulties maintaining attention Sleep disturbances Fussy eating Bowel problems Challenging behaviour Late onset epilepsy Clumsy movements and motor mannerisms Mental health difficulties PDA/ODD

Children with autism are visual learners and often have good visual skills, e.g. advanced number/letter recognition, ability with puzzles

They often have good attention to detail They have good ability to follow structure-

routines and rules- once they have learned them

They often have good memories

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Allow for the Autism Give processing time Include motivating & personalised rewards,

e.g. ribbons, lego stickers Reduce your language Use literal language (limit idioms) Use prompting (verbal, physical, visual) Plan and prepare for change Be consistent Keep a sense of humour!

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Breakfast Clothes on Nursery Tea Time Bed Time

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What?

Why?

People with Pathological Demand Avoidance Syndrome (PDA) will avoid demands made by others, due to their high anxiety levels when they feel that they are not in control.

PDA is increasingly recognised as part of the autism spectrum. People with PDA tend to have much better social communication and interaction

skills than other people on the spectrum, and are consequently able to use this ability to their advantage.

The main features of PDA are: Obsessively resisting ordinary demands Appearing sociable on the surface but lacking depth in their understanding (often

recognised by parents early on) Excessive mood swings, often switching suddenly Obsessive behaviour, often focused on people rather than things. People with PDA can be controlling and dominating, especially when they feel

anxious and are not in charge. They can, however, be enigmatic and charming when they feel secure and in control. Many parents describe their child with PDA as a 'Jekyll and Hyde'. It is important to recognise that these children have a hidden disability and often appear typical to others.

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SC-Social and communication ER- emotionally regulated TS-Transactional support

3 languages-non/emerging/conversational Determine which stage, then complete

assessment forms.

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What did I do? Blame Always learning Ask Smile/Laugh Change of face

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https://www.youtube.com/watch?v=ZfzqBCC30as

https://www.youtube.com/watch?v=vKWuzklXUk0

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Any questions? What have you learnt? What will you change? Thank you - enjoy working with your

students with autism!

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