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The Particular Needs Of Students With An Autistic Spectrum Disorder - Session Ten

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Mike Blamires
Mike Blamires

Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

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The particular needs of students with an autistic spectrum disorder Special educational needs and/or disabilities Training toolkit Session 10 Areas of need set out in the SEN Code of Practice
Learning outcomes ,[object Object],[object Object],[object Object],[object Object]
Learning outcomes (continued…) ,[object Object],[object Object],[object Object]
Questions ,[object Object],[object Object]
Answers ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Learning outcomes ,[object Object],[object Object],[object Object],[object Object],[object Object],Activity 1
[object Object],[object Object]
Leo Kanner, 1943 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Hans Asperger, 1944 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The triad of impairments Social understanding and relating Flexible thinking and social imagination Social communication
Questions ,[object Object],[object Object],[object Object],[object Object]
Learning outcomes ,[object Object],[object Object],[object Object],[object Object],Activity 2
The triad of impairments Social understanding and relating Flexible thinking and social imagination Social communication
Social understanding and relating ,[object Object]
Social understanding and relating ,[object Object],[object Object]
Impact of an impairment in social understanding ,[object Object],[object Object],[object Object],[object Object],[object Object]
Social communication ,[object Object]
Flexibility of thought and social imagination ,[object Object]
Difficulties with social imagination ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Other related features of ASDs ,[object Object],[object Object],[object Object],[object Object]
Learning outcome ,[object Object],Activity 3
Autism and Asperger syndrome ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Additional features in Asperger syndrome ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sensory sensitivities: auditory ,[object Object],[object Object]
Sensory sensitivities: visual ,[object Object],[object Object]
Sensory sensitivities: olfactory ,[object Object],[object Object]
Sensory sensitivities: taste and touch ,[object Object],[object Object]
Unusual responses ,[object Object],[object Object]
Savant ability ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning outcome ,[object Object],Activity 4
Inclusion as a process ,[object Object],[object Object]
Research indicators of effectiveness ,[object Object],[object Object],[object Object],[object Object],[object Object]
Visual thinking ,[object Object],[object Object],[object Object],[object Object]
Clarity and order ,[object Object],[object Object]
Low-arousal work areas ,[object Object],[object Object],[object Object],[object Object]
Learning outcome ,[object Object],Activity 5
Visual systems ,[object Object],[object Object],[object Object]
Picture exchange communication system (PECS) Pictures used with the permission of Pyramid Educational Consultants UK, Ltd. All rights reserved. Pyramid Educational Consultants UK Ltd, Pavilion House, 6 Old Steine, Brighton, BN1 1EJ Tel: +44 (0)1273 609555 Fax: +44 (0)1273 609556 Coat Drink Crisps Dinner
Learning outcomes ,[object Object],[object Object],[object Object],Activity 6
Examples of routines ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Example visual timer ,[object Object],[object Object],start stop
Learning outcome ,[object Object],Activity 7
The role of the social-emotional curriculum ,[object Object],[object Object]
Developing emotional literacy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Frameworks for exploring feelings ,[object Object],[object Object],[object Object]
Comparing happy and sad ,[object Object],[object Object],[object Object]
Example of a visual gauge: degrees of anger upset calm irritated cross annoyed angry furious
Learning outcomes ,[object Object],[object Object],[object Object],Activity 8

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The Particular Needs Of Students With An Autistic Spectrum Disorder - Session Ten

  • 1. The particular needs of students with an autistic spectrum disorder Special educational needs and/or disabilities Training toolkit Session 10 Areas of need set out in the SEN Code of Practice
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  • 12. The triad of impairments Social understanding and relating Flexible thinking and social imagination Social communication
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  • 15. The triad of impairments Social understanding and relating Flexible thinking and social imagination Social communication
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  • 40. Picture exchange communication system (PECS) Pictures used with the permission of Pyramid Educational Consultants UK, Ltd. All rights reserved. Pyramid Educational Consultants UK Ltd, Pavilion House, 6 Old Steine, Brighton, BN1 1EJ Tel: +44 (0)1273 609555 Fax: +44 (0)1273 609556 Coat Drink Crisps Dinner
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  • 50. Example of a visual gauge: degrees of anger upset calm irritated cross annoyed angry furious
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