Post on 20-Feb-2023
Table of Contents
Introduction 3
What is Autism Spectrum Disorder (ASD)? 4
Facts About ASD 5
Common Characteristic of Autism Spectrum Disorder 6
Benefits of Inclusive Education 7
Role of the Teacher in Differentiating Instruction 8
Life Skills Syllabus 9
Communication Challenges in the Classroom 10
Effective Strategies to Manage Communication Challenges 12
Behavioral Challenges in the Classroom 13
Effective Strategies to Manage Behavioural Challenges 15
Social Challenges in the Classroom 16
Effective Strategies to Manage Social Challenges 17
Resources for Teachers 18
References 19
This booklet was established to help high school teachers develop their understanding of Autism Spectrum Disorder and the educational implications associated with the disorder. It is important that educators have a thorough understanding of ASD, in order to implement effective strategies in classroom instruction to benefit the learning experience of students with ASD. This booklet includes an abundant of evidence-based practices in which educators can incorporate to counteract the challenges and educational barriers ASD students may experience in the classroom. Additionally, this booklet suggests ways in which educators can incorporate differentiation within the classroom utilizing the Board of Studies syllabus, including the Life Skill outcomes and content.
Introduction
TIP Effective classroom management can significantly improve the educational outcomes of students with ASD, as well as all students.
Figure 2
3
Autism Spectrum Disorder (ASD) is a term used to refer to individuals that experience a form of neurological impairment, which significantly affects their social, behavioral and communication skills. 1 ASD is a lifelong disability that affects approximately 1 in 165 children.2
Autism spectrum disorders include3: v Autism v Asperger Syndrome v Rett Syndrome v Childhood Disintegrative Disorder v Pervasive
What is Autism Spectrum Disorder (ASD)?
Individuals with ASD exhibit no differences in physical appearance and the severity of disability is different for every individual. 4
TIP
Understand the type of autism spectrum disorder your student has and the severity of their disability. Hint: Advise a meeting with the parents.
Figure 3
ASD affects arou
nd 1
in every 100-110
people5
There is no single, known cause of ASD 5
ASD is diagnosed in around four times as
many males as females5
ASD is a l
ifelong
condition
and
there is n
o cure5
Unemployment rates for individuals with ASD are around 65% compared with only about 6% for the whole population 5 Early
intervention can
have tremendous
results in helping
those affected to
live to their full
potential5
Figure 3
Figure 4
Figure 5
5
à Repetitive movements and sounds à Structured daily routines à Compulsive behaviour patterns à Possessive of particular items and objects à Unexpected verbal/behavioural outbursts à Easily distracted and frustrated
à Use of short or incomplete sentences à Echolalia- verbatim repetitions à Repetition of phrases, movie quotes, etc à Inability to interpret facial/body expression à Delayed language development à Difficulty upholding a conversation
Common Characteristic of Autism Spectrum Disorder
Communication
Behavioural
Social
à Little to no eye contact à Lack of personal space à Often prefers to be alone à Dislikes like being touched à Finds it difficult to make friends à Difficulties with taking turns
2, 3, 6, 9, 13 & 16
Figure 6
Figure 6
Figure 6
7
Benefits of Inclusive Education
Despite the several challenges students with ASD face, inclusive education “provide[s] a
supportive environment in which young children can grow and learn side by side with their
typically developing peers and can stimulate learning, development and children’s feeling of
acceptance” 2
Inclusive education can benefit ASD students in the following ways:
þ Increased learning opportunities þ Improved self-esteem þ The establishment of friendships and
support networks þ Development of greater social
interaction skills þ Greater exposure to positive behavioral
modeling þ Learning adequate life skills þ Opportunity to become increasingly
independent and develop responsibly7
In order to optimize the learning
experience for individuals with ASD, it is crucial that educations employ a range of
effective strategies that can be incorporated into the classroom to
prevent learning barriers.
TIP There is a vast range of strategies that can be implemented to counteract ASD challenges. Get to know the specific learning needs of your ASD student/s and plan effectively to meet those needs. Hint: Discovering what strategies work best may be a case of trial and error.
Role of the Teacher in Differentiating Instruction
Recent studies have detected an increase in children with ASD attending inclusive education 2. There is an abundant of challenges ASD students experience in the classroom which educators should be aware of. It is crucial educators plan effectively to address student diversity within the classroom, including students that exhibit learning difficulties and disabilities.
As mentioned previo
usly, the level o
f severity diffe
rs
amongst individua
ls with ASD; thus, s
imilar to the
way that all stud
ents have diffe
rent learning ab
ilities,
educators must implement stra
tegies to meet the
ir
student’s need
s. In order to pl
an effectively, it
may
be useful to ad
vice a meeting w
ith the ASD stud
ent’s
parents or guar
dians. Through
gaining a great
er
understanding
of the student’
s specific skills,
abilities, degree
of impairment and trigger
s,
educators can a
lter their classr
oom instruction to
benefit their ed
ucational outco
me.
TIP What works for one
student may not work for another. Keep a few extra strategies up your
sleeve.
Figure 7
Figure 7
9
i
Life Skills Syllabus
As mentioned, differentiation is a vital aspect of classroom instruction as it aims to meet the educational needs of all students. Additionally, teachers can incorporate the Life Skills Syllabus to ensure students with a disability obtain essential skills necessary for every day life. An effective example is teaching students with ASD communication skills by incorporating English stage 6 Life Skills objective 1, which highlights: Student will develop: 1. Knowledge about and skills in effective communication
A student: 1.1 gives attention to another person, an object or an event in their environment 1.2 responds appropriately to cues in a range of environments 1.3 makes requests to satisfy needs and wants and to obtain services or assistance 1.4 lets others know that they approve or disapprove of actions and accept or reject objects, services or assistance appropriately 1.5 makes choices and expresses preferences, emotions and feelings 1.6 gives information, comments, asks questions spontaneously or on request 1.7 engages in (responds to and initiates) social routines and actions 1.8 utilises appropriate technology, and a range of age-‐appropriate aids, to facilitate communication with others
1.9 initiates and sustains communication with others8
Communication Challenges in the
Classroom
There are several communication challenges ASD individuals exhibit on a daily basis. The following are common communication challenges, which could affect an ASD student’s learning abilities:
Depending on the degree of impairment, ASD individuals experience delayed language and communication
development7. Many individuals with ASD communicate
non-verbally7. However, there are many ways in which they are able to communicate. Considering this, it is important to recognise that at times ASD students will find it hard to communicate what is on their minding or respond to a question they are knowledgeable about. On another note, some individuals with ASD are able to communicate quite competently, especially about things that extremely interest them.
The use of short or incomplete sentences is most common amongst individuals with ASD.As mentioned previously, individuals with ASD experience delayed language
development7. Language development is a step-by-step progress and the level of progression varies between all ASD
individuals6.
Short or
Incomplete
Sentences
Verbal and Non-Verbal
Communication
Figure 7
Figure 7
Figure 7
11
C O M M U N I C A T I O N
Individuals with ASD may also be unable to interpret facial, vocal and body expression2. Thus, a challenge some ASD individuals in school settings face is not being able to understand non-verbal cues such as changes in tone of voice, physical gestures and sometime interpreting witty comments. This can lead to misinterpretations and confusion for them, as well as others trying to converse with them.
Some ASD students struggle to understand and following instructions, specifically ones that aren’t broken down2. Classroom rules, task instructions and transitions between activities can cause great confusion for ASD students if the expectations are not explicitly and clearly stated.
Children with ASD tend to take particular interest in things such as objects, topics, sports and TV shows, which they are extremely knowledgeable about and love sharing with others. However, ASD individuals lack understanding of reciprocal social interaction and can talk excessively about things that interest them7. This can cause disturbances in classroom instruction and flow and inhibit the development of friendships.
Inability to interpret facial, vocal
and body expression
Difficulty understanding and following
instruction
Excessive Talking
Figure 7
Figure 7
Figure 7
11
Visual Cues
Visual cue cards can be used in the classroom to overcome non-verbal communication barriers7. Visual cue cards can help educators understand ASD student’s current mood, inform instruction, teach new ideas and transition between activities.
Scaffolding and Guided Practice
Scaffolding and guided practice enables ASD students to learn new expectations or extend their
existing understanding12. Guided practice should be accompanied by explicit instruction, and the guidance of the instructor or class peers. Once the individual comprehends what is expected of them, educators can withdraw from guided practice and allow them to work on the task independently.
First and foremost, it is important to give direct and explicit instruction to prevent confusion11. Expectations must be stated simply and clearly in a step-by step-format. For example, “Open you English work book – Write ‘Diversity’ in the center of your page – Write down what you think diversity means around it”. Furthermore, verbal instruction could be further supported by a visual cue (e.g. written on the board, on a worksheet, visual cue cards, etc). The more direct the instruction is, the more likely the student will comprehend and follow it correctly.
Effective Strategies to Manage Communication
Challenges
Research shows that visual cues can improve children’s social and communication skills when participating in
recreational activities10
Direct/Explicit instruction
Figure 8
13
Behavioural Challenges in the Classroom
Repetitive
Movements
and Sounds
A common characteristic of individuals with ASD is the display of repetitive movements (e.g. clapping
hands) and sounds (e.g. humming sounds) 13. This can potentially disrupt classroom management and cause distractions for other peers.
Another challenge ASD students and teachers experience in the classroom is disruptive behavior. Individuals with ASD display regular behavioural tendencies, which can disrupt classroom instruction and lead to undesirable behavioral outbursts. As stated previously, the prevalence of behavioural challenges differs depending on the ASD student’s degree of impairment4. The following are some common classroom behaviour challenges:
Some ASD individuals carry out daily routines and compulsive
behavioral pattern as an act of keeping their environment
predictable2. ASD individuals can become agitated, confused
and angry if their routines or patterns are interrupted 2. For
example, ASD students may find it difficult to transition
between activities or may continue to work on activities when
the school bell rings for class change or break times.
Structured Daily Routines and Compulsive Behavioural Patterns
Figure 7
Figure 7
Additionally, individuals with ASD can be possessive of particular items and objects 13. For example, they may bring their favourite toy from home or will not share their belongings with other peers. Similarly, these possessive tendencies can lead to possible behavioral outburst.
Possessive of
Items and
Objects
As mentioned, Individuals with ASD do not possess effective communication and coping strategies. They find it challenging to express when they are angry, upset, frustrated and stressed. ASD individuals may be sensory sensitive, thus being touched, specific noises and smells can cause frustration and lead to
undesirable behaviours 13. Considering this, if an individual with ASD feels in such a way, they will seek alternative ways to express themselves such as unexpected verbal outburst and disruptive
behaviours13.
Unexpected Verbal and Behavioural Outbursts
Easily
Distracted
Individuals with ASD have a limited attention span and can be easily distracted
by objects and other forms of stimuli2. This can inhibit their concentration and learning, as well as distract other peers
B E H A V I O U R A L
Figure 7
Figure 7
Figure 7
15
Video Modeling Video modeling is an effective strategy used to teach children with ASD specific skills, such as behavioural skills, activity transitioning skills and communication
skills7.
Establishing Structured routines
Establishing structured routines effectively assisted
students with ASD, whereby educators created
predictable every day practices to minimize distress2.
In addition, displaying a daily agenda empowered ASD
students to make smooth transition between activities.
Self-Management Plan A self-management plan involves teaching ASD students how to manage their own behavior by
setting goals 15. Self-management plans have many benefits in an inclusive education setting, some
of which include the student with ASD becoming increasingly independent and releaving the
pressure off supportive staff members 15. Self-management plans can be constructed with the ASD
student and their parents privately, to prevent the student from feeling singled-out.
Effective Strategies to Manage Behavioural
Challenges
“The effectiveness of video modeling for this population has been attributed to the relative strength in visual processing skills individuals with autism often posses and the way using video as a medium improves stimulus control and attention to relevant aspects of the behaviour being modeled.” 14
Figure 9
Figure 10
Social Challenges in the Classroom
Alongside communication and behavioural challenges, individuals with ASD also experience social
impairments. It can be said that a majority of the communication and behavioural challenges ASD
individual face directly affect their social skills.
Sensory Sensitive
ASD individuals tend to absorb either too much or too little of the sensory stimuli surrounding, such as lighting, smells, noises
and touches16. Individuals with ASD can be hypersensitive or
hyposensitive to particular sensory experiences16. This can lead to many classroom challenges such as disruptive behaviours and demand for specific physical classroom arrangements.
Creating Friendships and Social Networks
Most ASD individuals prefer to be alone when playing, learning
or carrying out specific activities7. The communication challenges they face such as non-‐verbal communication, unable to uphold a conversation, lack of reciprocal understanding, and inability to read gestures can significantly impact the establishment of friendships. Some ASD children also lack understanding of personal space, which can make their peers
feel uncomfortable13.
Peer
Exclusion
and Bullying
A significant challenge ASD students face in inclusive education is feeling different to their peers and becoming
isolated2. It is inevitable that classmates may lack understanding of ASD and the challenges ASD individuals’ experience. This can lead to bullying, as their peers may find
them ‘strange’ and ‘different’2.
Figure 7
Figure 7
Figure 7
17
Effective Strategies to Manage Social Challenges
Cooperative group work provides students with ASD an opportunity to work interactively
with their classmates7. Students can also take turns in peer tutoring, whereby they are given the opportunity to be taught or teach each
other specific topics7. Group work can also lead to the formation of new friendships.
Flexible Group Strategies
“Flexible group strategies have assisted students with ASD in developing a number of skills, including increased social communication”7
Creating a Supportive and Positive Classroom Environment
To prevent bullying, it is beneficial to promote the importance of student
diversity2: “In my classroom everybody’s treated fairly. We talk about the fact that we’re all different in our own way and we have to
accept that”2
Teachers can promote disability awareness by constructing lessons on ASD to provide peers with an opportunity to support those individuals with ASD and appreciate difference.
Figure 11
Figure 12
Resources for Teachers
þ Autism Spectrum Australia:
http://www.autismspectrum.org.au/content/about-‐autism-‐spectrum-‐disorders þ Autism Spectrum Disorder: A Guide To Classroom Practice http://www.deni.gov.uk/asd_classroom_practice.pdf þ Making Sense of the Hidden Curriculum
http://www.education.com/reference/article/hidden-‐curriculum-‐school-‐asperger/ þ ACARA: Student Diversity
http://www.acara.edu.au/curriculum/student_diversity/student_diversity.html þ Effective Educational Practices for Students with Autism Spectrum
Disorder
http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdsecond.pdf
Figure 13
19
References
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