Autistic Spectrum Disorders in the Secondary School by Lynn Plimley

By Lynn Plimley

This source is helping educators help scholars with autistic spectrum problems after they input secondary university, together with instructing social abilities, getting ready IEPs, and constructing paintings experience.

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Extra resources for Autistic Spectrum Disorders in the Secondary School

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Key Stage 3 For pupils aged 11–14, planning should start from the KS3 subject programmes of study. However, a high level of flexibility is provided through the access/inclusion statement which allows schools to use material from earlier (or later) key stages. For pupils with more complex needs, subjects may be used as contexts for learning and to address individual priorities, such as communication and social skills. There is now an increased emphasis on cross-curricular key skills including communication, personal and social skills and thinking/problem-solving.

Pivotal points can be explored and consequences can be investigated. Advantages of videoing: • It can be a per manent r ecord and you can use it to view and review actions again and again • The r ecord can be used with others – par ents and pr ofessionals – and be used to closely analyse par ticular featur es • This type of r ecord is helpful in looking at body language and nonverbal r esponses Disadvantages of videoing: • The position of the camera can give an incomplete pictur e of what is happening • It can take a long time to find the actual piece of r ecording that you ar e most inter ested in • The equipment may be dif ficult to obtain, set up and it needs checking that it is working (batter y problems ar e quite common) • The intrusion of a camera on a tripod or attached to a person may distract and disturb the objects of your obser vation Tilstone (1998) argues that audio has an advantage over video because it can be made less intrusive.

CASE S TUDY A pupil in Y ear 10 with ASD who was due to star t work experience was dif ficult to place because of inappr opriate behaviour . As a result, it was decided that he should under take his work experience placement within the school. He went to work in the school of fice, helped the car etaker and gave suppor t to Year 7 pupils who found it hard to find their way ar ound school. He was given a list of jobs to do on a daily basis and was guided by a member of staf f. He kept on task and gained the r espect of staf f and pupils.

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