Accessing the Curriculum for Pupils with Autistic Spectrum by Gary Mesibov, Marie Howley, Signe Naftel

By Gary Mesibov, Marie Howley, Signe Naftel

This publication explains how you can open up the curriculum to scholars who've autistic spectrum issues. the actual problems skilled by way of students are mentioned in direct relation to precise parts of the curriculum, together with: center and origin topics, PSHE, citizenship and broader features corresponding to holiday instances and assemblies. The authors express the reader how dependent instructing can permit students with ASD to entry the curriculum in a significant means and supply many useful thoughts to facilitate this procedure. This booklet will gain these on professional autism classes, all companies of autism-specific education and the numerous lecturers and educating assistants operating with autistic scholars who're inquiring for this counsel.

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5). Ricky’s integration with peers in Year 1 is managed with one-to-one support from a LSA. At snack time, Ricky sits with a group of children at the corner of a table. A chair is labelled with Ricky’s photograph and name to indicate where he should sit. As he is distracted by most events in the classroom, a small area has been defined in the classroom play area where Ricky is encouraged to join in structured play activities with two peers. A table has been designated for ‘structured play’ where Ricky is being encouraged to play in proximity with one peer.

DfEE/QCA 1999a, b) are critical for pupils with ASD and link directly to the focus of this chapter on the physical learning environment. For pupils with ASD, the classroom (and wider school context) may be a chaotic environment that causes anxiety and confusion, because of the frequent problems in segmenting their environment. Many pupils will need a clear, visually organised physical environment as a first step towards increasing their access to the curriculum. By structuring the physical context, pupils may be helped to understand the purpose of their environment.

Many pupils with ASD have difficulties following or devising sequences. Some individuals may have difficulty remembering everyday sequences, such as the sequence for dressing or cleaning teeth. Many pupils will have difficulties recalling more complex sequences in order to complete an activity, for example carrying out sequences of movements during physical education lessons focusing on ways of travelling. This will have implications across the range of curriculum subjects. Visual information can be introduced to help pupils begin to follow and understand sequences, beginning with everyday simple sequences and developing more sophisticated sequencing abilities across the curriculum.

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