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Charlotte Mason Methods for Charlotte Mason Methods for Students with Autism and Students with Autism and
Asperger’s SyndromeAsperger’s Syndrome
Presented byPresented by
Nicole Caldwell, M.Ed.Nicole Caldwell, M.Ed.
Autism Specialist, The Flint Autism Specialist, The Flint AcademyAcademy
About Charlotte MasonAbout Charlotte Mason• The Charlotte Mason educational method places The Charlotte Mason educational method places
emphasis on developing a natural love of learning emphasis on developing a natural love of learning in children, and providing them with a high-quality in children, and providing them with a high-quality education to stimulate the mind. It has been education to stimulate the mind. It has been described as leading students to a self-education. described as leading students to a self-education.
• Charlotte Mason advocated the study of core Charlotte Mason advocated the study of core subjects (math, science, reading, etc.) as well as subjects (math, science, reading, etc.) as well as the humanities of literature, poetry, music, and the humanities of literature, poetry, music, and art. She believed that children should study these art. She believed that children should study these subjects in an authentic way: through exploring subjects in an authentic way: through exploring nature, reading personal narratives of history, nature, reading personal narratives of history, looking at actual works of art, etc. looking at actual works of art, etc.
• Some specific elements of the Charlotte Mason Some specific elements of the Charlotte Mason educational method are described in the following educational method are described in the following presentation, with recommendations to presentation, with recommendations to accommodate students with autism. accommodate students with autism.
Characteristics of AutismCharacteristics of Autism• Insistence on sameness; resistance to changeInsistence on sameness; resistance to change• Difficulty in expressing needs, using gestures or pointing instead of wordsDifficulty in expressing needs, using gestures or pointing instead of words• Repeating words or phrases in place of normal, responsive languageRepeating words or phrases in place of normal, responsive language• Laughing (and/or crying) for no apparent reason; showing distress for reasons Laughing (and/or crying) for no apparent reason; showing distress for reasons
not apparent to othersnot apparent to others• Preference to being alonePreference to being alone• TantrumsTantrums• Difficulty in mixing with othersDifficulty in mixing with others• Not wanting to cuddle or be cuddledNot wanting to cuddle or be cuddled• Little or no eye contactLittle or no eye contact• Unresponsive to normal teaching methodsUnresponsive to normal teaching methods• Spinning objectsSpinning objects• Intense attachment to objectsIntense attachment to objects• Apparent over-sensitivity or under-sensitivity to painApparent over-sensitivity or under-sensitivity to pain• No real fears of dangerNo real fears of danger• Noticeable physical over-activity or extreme under-activityNoticeable physical over-activity or extreme under-activity• Uneven gross/fine motor skillsUneven gross/fine motor skills• Non-responsive to verbal cues; acts as if deaf, although hearing tests in Non-responsive to verbal cues; acts as if deaf, although hearing tests in
normal rangenormal range
Reference: Autism Society of America Reference: Autism Society of America
Characteristics of Asperger’s Characteristics of Asperger’s SyndromeSyndrome• Problems with social skills: Children with Asperger's syndrome Problems with social skills: Children with Asperger's syndrome
generally have difficulty interacting with others and often are awkward generally have difficulty interacting with others and often are awkward in social situations. in social situations.
• Unusual preoccupations or rituals: A child with Asperger's syndrome Unusual preoccupations or rituals: A child with Asperger's syndrome may develop rituals that he or she refuses to alter, such as getting may develop rituals that he or she refuses to alter, such as getting dressed in a specific order.dressed in a specific order.
• Communication difficulties: People with Asperger's syndrome may not Communication difficulties: People with Asperger's syndrome may not make eye contact when speaking with someone. They may have make eye contact when speaking with someone. They may have trouble using facial expressions and gestures, and understanding body trouble using facial expressions and gestures, and understanding body language. They also tend to have problems understanding language in language. They also tend to have problems understanding language in context, including use of idioms and slang.context, including use of idioms and slang.
• Specific interests: A child with Asperger's syndrome may develop an Specific interests: A child with Asperger's syndrome may develop an intense interest in a few areas, such as sports schedules, weather or intense interest in a few areas, such as sports schedules, weather or maps.maps.
• Coordination: The movements of some children with Asperger's Coordination: The movements of some children with Asperger's syndrome may seem clumsy or awkward.syndrome may seem clumsy or awkward.
• Skilled or talented: Many children with Asperger's syndrome are Skilled or talented: Many children with Asperger's syndrome are exceptionally talented or skilled in a particular area, such as music or exceptionally talented or skilled in a particular area, such as music or math.math.
Reference: http://www.webmd.com/brain/autism/mental-health-aspergers-syndromeReference: http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome
Literature and PoetryLiterature and Poetry
• Children should be exposed to quality Children should be exposed to quality literature and poetry from a young age.literature and poetry from a young age.
• Children should read full, unabridged Children should read full, unabridged versions so that they can experience the versions so that they can experience the original beauty and quality of the original beauty and quality of the language.language.
• The focus is on enjoying poetry, rather The focus is on enjoying poetry, rather than “studying” it.than “studying” it.
• Literature and poetry should be integrated Literature and poetry should be integrated into all school subjects.into all school subjects.
Literature and Poetry Literature and Poetry AccommodationsAccommodations
• Use illustrated editions of poetry books.Use illustrated editions of poetry books.• Use relevant clip art or photos to Use relevant clip art or photos to
accompany written or read-aloud poems.accompany written or read-aloud poems.• Review definitions of any difficult or Review definitions of any difficult or
confusing words before reading the poem.confusing words before reading the poem.• Review meaning of any idioms, Review meaning of any idioms,
metaphors, or slang terms before reading metaphors, or slang terms before reading the poem.the poem.
HandwritingHandwriting
• The study of handwriting begins when The study of handwriting begins when students learn to copy letters. Charlotte students learn to copy letters. Charlotte Mason preferred that a student complete a Mason preferred that a student complete a few neat and correctly formed letters at a few neat and correctly formed letters at a time, rather than a lengthy handwriting time, rather than a lengthy handwriting page that leaves the student tired and the page that leaves the student tired and the handwriting sloppy at the end.handwriting sloppy at the end.
• For older students, handwriting can be For older students, handwriting can be practiced by copying book passages or practiced by copying book passages or poetry into a personal copy notebook.poetry into a personal copy notebook.
Handwriting Handwriting AccommodationsAccommodations
• Use tracing sheets (such as Use tracing sheets (such as http://www.mymoondrops.com/info/spelling.htmlhttp://www.mymoondrops.com/info/spelling.html),),
• Place a copy of the passage to be written Place a copy of the passage to be written close to or on a student’s desk rather than close to or on a student’s desk rather than on the board at the front of a classroom,on the board at the front of a classroom,
• Allow students to copy passages about a Allow students to copy passages about a topic of interest (airplanes, astronomy, topic of interest (airplanes, astronomy, trains, etc.).trains, etc.).
• Make sure that students are practicing Make sure that students are practicing correct letter and number formation in correct letter and number formation in early learning, as these habits are very early learning, as these habits are very hard to break after they have been learned.hard to break after they have been learned.
ScienceScience• Children should be taken outside daily to observe Children should be taken outside daily to observe
and experience nature. and experience nature. • The teacher or parent should ask children to The teacher or parent should ask children to
describe something nearby (such as plants, describe something nearby (such as plants, animals, or insects). Teachers and parents should animals, or insects). Teachers and parents should also model this for children by describing things in also model this for children by describing things in nature to them. nature to them.
• Children should be taken on nature walks and Children should be taken on nature walks and permitted to observe with minimal direction from permitted to observe with minimal direction from adults. adults.
• Children keep nature notebooks, which may Children keep nature notebooks, which may include records of a child’s observations, sketches, include records of a child’s observations, sketches, records of weather or temperature, nature poems, records of weather or temperature, nature poems, and pressed flowers. and pressed flowers.
Science AccommodationsScience Accommodations
• Allow students to record information in their Allow students to record information in their nature journal of science elements that are nature journal of science elements that are particularly interesting to them (you can relate particularly interesting to them (you can relate trains, weather, and other interests to science trains, weather, and other interests to science topics), topics),
• Frequently model descriptions of items in nature Frequently model descriptions of items in nature starting with just one or two descriptions at first starting with just one or two descriptions at first (“the butterfly is orange and it flies”). You could (“the butterfly is orange and it flies”). You could make cards with pictures and this sentence to make cards with pictures and this sentence to review and practice before the child makes review and practice before the child makes descriptions on his or her own, take photos during descriptions on his or her own, take photos during nature walks and outings to use when discussing nature walks and outings to use when discussing the events later or to post in nature notebooks. the events later or to post in nature notebooks.
MathMath
• Teach students concrete before abstract: use Teach students concrete before abstract: use manipulatives, including counters, blocks, and manipulatives, including counters, blocks, and other objects to model concepts. other objects to model concepts.
• Use narration to assess a student’s Use narration to assess a student’s comprehension of the material: “Tell me what comprehension of the material: “Tell me what you know about ___________ (concept).” you know about ___________ (concept).”
• Focus on real experiences: use real money Focus on real experiences: use real money when possible, weigh and measure actual when possible, weigh and measure actual objects, etc. objects, etc.
• Use short lessons: 15 – 20 minutes for Use short lessons: 15 – 20 minutes for elementary students, 30 – 45 minutes for elementary students, 30 – 45 minutes for junior high and high school students. junior high and high school students.
Math AccommodationsMath Accommodations
• Many of these math methods do not need Many of these math methods do not need modification. modification.
• Using manipulatives for visual support and Using manipulatives for visual support and to build concrete understanding will often to build concrete understanding will often be very helpful. be very helpful.
• Using real objects and money is also Using real objects and money is also beneficial to promote generalization of beneficial to promote generalization of skills. skills.
• Prompt as needed when teaching, and Prompt as needed when teaching, and then fade out the prompts.then fade out the prompts.
Art and MusicArt and Music
• Expose children to classical music and quality Expose children to classical music and quality artwork. artwork.
• Use actual-sized prints of the pictures, not Use actual-sized prints of the pictures, not textbooks with small copies of the pictures. textbooks with small copies of the pictures.
• Children study a piece of art for 10 – 15 minutes, Children study a piece of art for 10 – 15 minutes, attempt to copy the painting by the classical artist, attempt to copy the painting by the classical artist, and then at another time try to draw it from and then at another time try to draw it from memory. memory.
• Encourage children to draw favorite reading Encourage children to draw favorite reading passages. passages.
• Use high-quality art materials. Use high-quality art materials. • Play classical music during art reproduction, Play classical music during art reproduction,
sketching, and nature study times.sketching, and nature study times.
Art and Music Art and Music AccommodationsAccommodations
• The website Enchanted Learning The website Enchanted Learning (www.enchantedlearning.com) has coloring (www.enchantedlearning.com) has coloring sheets of many famous paintings that could sheets of many famous paintings that could be used for students who may have difficulty be used for students who may have difficulty copying the paintings from memory. copying the paintings from memory.
• Classical music could be played for students Classical music could be played for students while they are engaging in a favorite play while they are engaging in a favorite play activity so that they can enjoy the music and activity so that they can enjoy the music and associate it with a fun activity. associate it with a fun activity.
Social StudiesSocial Studies
• Children should use books, plays, poems, Children should use books, plays, poems, essays, and paintings to study history (first essays, and paintings to study history (first person accounts are preferred to person accounts are preferred to textbooks). textbooks).
• Children should study the history of their Children should study the history of their own nation, as well as other nations. They own nation, as well as other nations. They should compare what was happening in should compare what was happening in various nations at the same times in history. various nations at the same times in history.
• Travel books can be used for the teaching of Travel books can be used for the teaching of geography. geography.
• Before beginning the study of maps, Before beginning the study of maps, students should practice the concept by students should practice the concept by making a map of their rooms.making a map of their rooms.
Social Studies Social Studies Accommodations Accommodations • Use lots of pictures (of historical figures, places, and Use lots of pictures (of historical figures, places, and
countries), countries), • Look for illustrated editions of any poetry or literature Look for illustrated editions of any poetry or literature
that you will use. Another option is to use clip art or that you will use. Another option is to use clip art or graphics to make your own illustrations for poetry or graphics to make your own illustrations for poetry or story passages, story passages,
• To expand on the pre-map study activities, make a To expand on the pre-map study activities, make a map of a child's bedroom, a room in the home, or map of a child's bedroom, a room in the home, or classroom, with a place marked on the map. Hide classroom, with a place marked on the map. Hide something fun in that location, and have the student something fun in that location, and have the student use the map to find it (prompting as needed). This use the map to find it (prompting as needed). This could later be done with a map of the entire school or could later be done with a map of the entire school or home. home.
• To begin teaching with "real" maps: make a map of To begin teaching with "real" maps: make a map of the United States (or your home country) that shows the United States (or your home country) that shows important places to the student (such as locations important places to the student (such as locations where relatives live, favorite places such as Six Flags where relatives live, favorite places such as Six Flags or DisneyLand).or DisneyLand).
Citizenship and BehaviorCitizenship and Behavior
• Lessons about proper behavior can be Lessons about proper behavior can be learned through reading of literature learned through reading of literature (Aesop’s Fables and Bible stories are good (Aesop’s Fables and Bible stories are good options). options).
• Charlotte Mason emphasized the Charlotte Mason emphasized the development of habits, stating that once development of habits, stating that once developed, the students will continue the developed, the students will continue the habit. It is recommended to develop a few habit. It is recommended to develop a few habits at a time, rather than a long list of habits at a time, rather than a long list of “rules” to follow. “rules” to follow.
Citizenship and Behavior Citizenship and Behavior AccommodationsAccommodations
• Priming and Social Stories: prepare students in Priming and Social Stories: prepare students in advance for expectations of behavior during advance for expectations of behavior during social situations and special events.social situations and special events.– In advance, teach calming techniques such as counting In advance, teach calming techniques such as counting
to ten, taking deep breaths, excusing yourself from the to ten, taking deep breaths, excusing yourself from the situation.situation.
• Recognize appropriate behavior: many students Recognize appropriate behavior: many students with Autism may not know what behavior is with Autism may not know what behavior is appropriate. Punishment of negative behavior appropriate. Punishment of negative behavior does not tell the student what he or she should does not tell the student what he or she should do instead.do instead.
• Teach specific social skills: provide direction Teach specific social skills: provide direction instruction for social skills that may come instruction for social skills that may come naturally to other students.naturally to other students.
Links to Helpful ResourcesLinks to Helpful Resources• Best Autism Websites for Teachers: Best Autism Websites for Teachers:
http://www.ikeepbookmarks.com/Best_Autism_Sites_for_Teachershttp://www.ikeepbookmarks.com/Best_Autism_Sites_for_Teachers
• Positively Autism Newsletter and Resources: Positively Autism Newsletter and Resources: http://www.positivelyautism.com/http://www.positivelyautism.com/
• Paula Kluth’s Autism Website: Paula Kluth’s Autism Website: http://www.paulakluth.com/autism.htmlhttp://www.paulakluth.com/autism.html
• AutismSpot: AutismSpot: http://www.autismspot.com/http://www.autismspot.com/• Social Skills for Middle/High School Students: Social Skills for Middle/High School Students:
http://www.cccoe.net/social/skillslist.htmhttp://www.cccoe.net/social/skillslist.htm• Social Stories: Social Stories:
http://www.thegraycenter.org/socialstories.cfmhttp://www.thegraycenter.org/socialstories.cfm• Social Skills for Middle/High School Students: Social Skills for Middle/High School Students:
http://www.cccoe.net/social/skillslist.htmhttp://www.cccoe.net/social/skillslist.htm
Contact InformationContact Information
• School Phone: 817-277-0620School Phone: 817-277-0620
• E-mail: [email protected]: [email protected]
