By Gary Mesibov, Marie Howley, Signe Naftel

ISBN-10: 1417500646

ISBN-13: 9781417500642

ISBN-10: 1853467952

ISBN-13: 9781853467950

This booklet explains how you can open up the curriculum to students who've autistic spectrum problems. the actual problems skilled by way of students are mentioned in direct relation to express parts of the curriculum, together with: middle and beginning topics, PSHE, citizenship and broader elements resembling holiday occasions and assemblies. The authors express the reader how established educating can let scholars with ASD to entry the curriculum in a significant approach and provide many useful techniques to facilitate this strategy. This ebook will gain these on professional autism classes, all prone of autism-specific education and the various lecturers and educating assistants operating with autistic scholars who're inquiring for this counsel.

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Additional resources for Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion

Example text

21). As with our reliance on communication to deliver the curriculum, so we require pupils to become increasingly sophisticated in terms of their social interaction skills. The majority of the curriculum is inevitably delivered within a social context that immediately challenges access for pupils with ASD. Pupils are often faced not only with curriculum subject challenges but also with challenges arising from poorly developed social skills and understanding. Aspects of Structured Teaching can be helpful in supporting pupils in developing an ability to work with others and can help to structure interactions.

The examples are by no means exhaustive, but serve to illustrate different levels of structure in different contexts, taking into account individual needs. Curriculum links are also illustrated to indicate how the use of physical structure provides increased opportunities for curriculum access. 27 Accessing the Curriculum for Pupils with Autistic Spectrum Disorders Early Learning Goal: Personal, social and emotional development Curriculum guidance for teaching pupils in the Foundation Stage identifies personal, social and emotional development as one of the Early Learning Goals (DfEE/QCA 2000a).

In addition the tendency to remember events or facts without linking their memories to other events and facts exacerbates their poor generalisation skills. The ability to reflect upon curriculum content and their learning is impaired. Many aspects of Structured Teaching are aimed at developing flexibility thus allowing the pupil to engage in a wider range of activities in varying contexts. The use of schedules may lead to greater flexibility for some pupils and additional visual information, individualised for each pupil’s needs, can encourage pupils to make choices, develop more flexible ways of learning and apply their knowledge and understanding in different contexts.

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Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion by Gary Mesibov, Marie Howley, Signe Naftel


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