Practitioner research question: Can I improve communication skills, engagement and participation for pupils who have Autism by implementing the key principles of Attention Autism programme across the curriculum in a Key stage 1 classroom? The purpose of this practitioner research study is to explore how I could improve the pupil’s communication skills by embedding the key principles Attention Autism programme and strategies in my teaching of the curriculum to my class which is a Key stage 1 class with children with who have an ASD. The research was carried out within the school day in a classroom, which is part of a school for children with ASD and for children who have a learning disability. The author who is also the practitioner, used …show more content…
The children I work with all have a communication difficulty, many remain non verbal and learn to use an augmentative communication system which will be suited to their individuals needs. Communication is imbedded throughout the whole school curriculum, as a practitioner I strive to find effective strategies to support the children’s communication. Introduction I first became aware of the work of Gina Davies when I began a distance learning course at Birmingham University WEB AUTISM. During the course material we were given a range of examples of the best practice in autism education. One example that stood out and intrigued me amongst the many I observed was a film clip of an interview by Gina Davies. Gina Davies is a Specialist Speech and Language Therapist, at this time she was the Head Teacher at the Little Group School. This unique nursery provision integrated speech and language therapy approaches throughout whole day within every area of the …show more content…
• Stage 1 `The Bucket` teaching children how to focus their attention. • Stage 2 the attention builder. Teaching how to sustain attention • Stage 3 the interactive game. Teaching children how to shift their attention • Stage 4 the individual independent table top activities. Teaching children to independently transition. I attended more Attention Autism training, a story telling course inspired by the work of Louise coigley (Lis n tell). The story telling techniques were delivered through the AA programme. This training demonstrated how using the `irresistible invitation to learn` through amazing motivating resources used creatively, to inspire visual imagination. Each sequence of a modified story presented with an immense amount of fun. The training delivered by Gina is inspirational and I was excited to bring it to my class, I introduced the Attention Autism (AA) to my class and I was excited by the almost immediate progress the pupils began to make in their level of interest, engagement and willingness to participate in the ` bucket` sessions. I moved the sessions on to incorporate stage two and stage
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Ajit Narayanan begins his speech about the different ways to communicate with kids who have trouble speaking, by telling a real story. In paragraph one Narayanan states that, “I work with children with autism. Specifically, I make technologies to help them communicate” (Narayanan, paragraph 1). This introduction engages listeners, because he offers credibility towards himself. This is not the most effective introduction, but it was still informative.
Some children can potentially have speech, language and communication needs due to another condition, such as ADHD hearing difficulties and autism. This is why interventions are extremely important so that this is noticed early on. If not picked up on, this poses risk of them falling behind currently and not being able to access the full curriculum. They may get frustrated because they don’t have the word’s or skills to communicate how they are feeling. Friendships with their peers will be hard to make/maintain as they will be perceived as being naughty and this will have a knock-on effect on their social situations.
Throughout the empathy and short story unit I learned about how you can see the world differently through different perspectives. I learned that you can see the world differently through watching and reading movies and stories. You can learn to see the world differently by watching the movie “Temple Grandin”, reading “Thank you, M’am”, “War of the Wall”, and a few other short stories. In the movie “Temple Grandin” I learned that when you have autism that it can be difficult to learn how everyone else is leading in the classroom. During the movie when the French teacher asked Temple to read aloud what the book said, temple looked at the page and closed her eyes.
I worked as a PPCD aide for Shadow Glen Elementary in the Manor Isd district from March 21- April 22 under the supervision of Mrs. Clack-Jones the PPCD teacher. Our classroom setup was different than most, because our morning classroom consisted of 5-6 kids at a time, ages between 3-5. In the afternoon me and another aide were sent out to a Pre-k class to help out the Pre-k teacher. Both the morning teacher and afternoon teacher had different approaches to gaining the class’s attention. The morning teacher, Mrs. Clack used more than one method to gain the kids attention, since the children in her classroom were either Autistic or have Down syndrome.
The three distinctive behaviours of Autism are: Repetitive behaviours, problems with verbal and nonverbal communication and social interaction. When parents realize that their child has autism they should be emotionally strong. Being consistent in your child’s learning environment is very key to reinforce learning. Also they should be able to find non-verbal ways to communicate with their child. You just have to learn their language of communication.
children spoke more and areas where they rarely spoke. The outcomes highlighted that boys participated more in physical activities that required little communication; subsequently the staff created areas that encouraged communication and discussion for all children. The Department for Children, Schools and Families (DFCSF) released the ECAT: Guidance for Early Language Lead Practitioners (2008). The resource was designed to support a Lead Practitioner in developing high quality language provision within the setting.
My two top areas of concerns which relates to students with ASD are: • Parental concerns • Faculty, para educator, and administrative training. As a parent of a child with special education needs, the lack of information is the number one issue I face when it comes to dealing with the disability. I think it is extremely important to be as informed as possible about the child’s abilities and limitations.
The research question and hypothesis are not clearly stated within the article. Critique of research questions and hypothesis. While the authors clearly state that the purpose of this study was to expand upon existing research to explore the benefits of a VSM intervention on increasing social engagement in young children with ASD, a research question and hypothesis are not clearly stated. Implications for readers are that we are left to assume the research questions and hypothesis. The development of a good research question and hypothesis provides readers with a definition of the parameters of what is being investigated, as well as a framework for what is necessary to conduct the study.
• Visual: the teacher uses a lot of visual representations for Ashely; this is used to help her understand better example when the teacher wants Ashely to sit she uses a picture of someone sitting on a chair. When Ashely sees this picture she immediately sits down. Children with autism learn faster and with greater ease when you use visuals. When doing this the teacher must remember to help keep explanations simple and short about each picture or concentration will vanish. • Schedule: the teacher has a daily schedule which is important for Ashely.
Purpose: The purpose of this speech is to persuade a parent whose child has received a diagnosis of Autism Spectrum Disorder to provide their child with critical early life intervention therapy as well as educate the parent on ABA therapy in addition to touching on a handful of other possible therapies. After delivering this speech, I want my audience to understand why early intervention will provide their child with the best chance of matriculation into society later in life. I want to prompt every audience member to research further therapies available as treatment for their child’s disorder and ultimately decide to enroll their child in a therapy. Intended Audience: My perfect audience would be parents and family members in relation to a young child, between the ages of eighteen months and three years old, that has recently been diagnosed with Autism Spectrum Disorder.
I have completed my project of observes/participate in 15 hours and 12 minutes at Arts’ N Autism. Arts’ N Autism practicum setting of the sprout room is a room upstairs in the center ages from 4 to 8 who are after school children with Autism. The sprout room is big enough for all seven of the children. Each child has a basket holder located on the right side of the classroom from their personal items such as their pants, pull-ups, and toys. There are two computers located on the classroom desk.
Children with autism are to benefit more in such a setting, as there are ways to involve all students with the disorder with their peers to engage in quality education and feel comfortable. There are 10 simple ideas that teachers could integrate in the class so as to bring out the best in children with autism (Kluth, 2010). 1. Getting To Know The Learner Through The
One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities.