Using strength-based practical strategies for supporting the inclusion of students with autism into the primary school.
Inclusion isn't a 'place', rather it's access to quality educational experiences for all children.
What is autism? Understanding autism... (use of metaphors/analogies to describe)
- visual image of the bridge - the adults need to support this child; what can we do to change? the child's 'to do' list is simply to survive
- the teacher is on one side of the bridge and the child is on the other side of the bridge (e.g. the lego example); the more maneuverable ship always gives way to the less manoeuverable ship; take tiny steps across the bridge together, celebrating each tiny step along the way; ref Jim Sinclair who is an adult with autism; the teacher needs to cross the bridge
- How can you tilt the seesaw for me?
- Look at my environment
- How can my classmates help
- Understand why I behave like this
- Help to do some of these things by myself
The seesaw has all of the dynamic stuff on one side (the things that change all of the time) and on the other side all of the static stuff (those things that don't change very much). We all like a bit of static (e.g., the morning routine).
Static side:
- same, same, predictable, linear, in order, clear expectations, familiar, time related, closed, static, etc.
Dynamic side:
- changeable, unpredictable, simultaneous, random, no expectations, new, open time limits, etc.
Diagnosis of autism: the medical model (in terms of social interactions and social communication, flexible thinking - both of which are heavily weighted on the dynamic side of the seesaw; very awkward and inappropriate in their social interactions, but it doesn't mean that the person with autism isn't social) is very negative as opposed to the social model. The example of the little 5 year old stood down for pushing, but who had watched other children playing tag.
Example of Elliot being given the death stare from the front of the classroom (and then giving the death stare back to the teacher); example of the little girl who was beckoned and then went up to comment on the 'very lovely wiggly worm'.
Behaviours we might see (related to social interactions):
- stays apart from other children
- has difficulty playing with others
- wants to play but doesn't know how
- tells you lots but doesn't have a back and forth conversation
- rarely looks towards you when you're speaking (looking and listening at the same time)
- rarely uses language
- doesn't understand body language
- does their own thing (happier in their own world)
- poor emotional regulation (hasn't learnt how to co-regulate)
Behaviours related to flexible thinking: oh, see slideshow
Life Animated (DVD or Netflix) 'must see' for use of special interest to support development
Always allow children to regulate using their 'movements' (flapping, or other examples of 'stimming').
See the clip Mark's a Genius
Google Craig Smith at Hunter Valley Special School (lots of amazing resources that can be downloaded).
- Amazing Things Happen - Autism
- Can You Make It To The End? - NAS
- Rosie, Me and My Autism - BBC - Autism
- Rosie, Autism - TED Talk
- The Reason I Jump - translated by David Mitchell
- All Cats Have Aspergers - Kathy Hoopman
- All Dogs Have ADHD - Kathy Hoopman
- All Birds Have Anxiety - Kathy Hoopman
Sensory Diets - google this!
Use of comic strips to review an incident; draw what happened - what happened and what were the people thinking?
Example of Maya and the dead fish, CPR, we need a vet, you're a murderer, etc. There was a misunderstanding. Next time... (the ruler incident).
Use thought bubbles in a positive way before introducing them to the group.
Carol Gray: Social Stories or 'stories for understanding'. Go to the Carol Gray website because there are some TERRIBLE 'social stories' out there.
Remember 'Nomaya' - for 4 years Maya thought her name was Nomaya.
Use social stories for positive reasons, e.g., stories for positive memories. N.B., great day out together, but on the way home the child stubs his toe, and that becomes the big memory...
Stick it in your proud book!
Attempt at a social story...
Including the student:
- Google Lego Groups or Lego Therapy.
- Supplier, engineer, builder/construction, etc - a variety of roles within the group. This type of jigsawing can be used in a variety of activities. Use students' strengths, and rotate the roles in future activities. The child with autism needs to know what's expected of him.
- Look up Stay, Play and Talk.
- Also Zones of Regulation (there's an app) - always trying to get back to green (calm): blue (sad, down in the dumps, green, yellow ( over anxious or over excited), red (not great - you don't want to stay there). Lego is a great way to monitor feels (little baseboard to which the child can add the colour brick which represents their feelings, remembering that we're always trying to get back to green)
"Why are you angry with me? Why are you giving me the number 11s?!"
jo.charman@autismnz.org.nz
