Autism with additional Learning Autism with additional Learning Difficulties : Difficulties : special school strategiesspecial school strategies

Dr. Rita JordanSchool of education, University of Birmingham

2003

The Dual DisabilityThe Dual Disability

general learning difficulties– direct effect on the ability to learn– interact with the autistic disorder

understanding at the psychological level crucial

needs of those with profound learning difficulties

social responsiveness as well as skills

CommunicationCommunication

Communication is a curricular priority– for its own sake – as a skill to access the curriculum

includes gestures, facial expressions, proximity & body posture

also language problemsneed to understand communication

Language DifficultiesLanguage Difficulties

significant number remain muteneed to teach:

– difference between what the words mean and what the speaker means

– awareness of concepts and needs – a means for communication – within an environment that fosters

communication

Teaching CommunicationTeaching Communication

PECS for expression

TEACCH for receptionteach communicative functions directlyonly one new dimension at a time5 dimensions to communication:

* form *vocabulary *communicative function *semantic meaning *context

Understanding Communicative Understanding Communicative GesturesGestures

communicative intentspeech roles joint attentionearly communicative gesturesneed explicit instructions direct teaching of meaning of gesturea programme of desensitisation

Non-Productive, Pedantic, Literal Non-Productive, Pedantic, Literal Use and UnderstandingUse and Understanding

language used for narrow range of purposes

often echolalic and non-productiveinterpret idioms or sarcasm literallydirect teaching of conversational skills:

– turn taking– active listening– topic intro., maintenance & change

Reading - Hyperlexia and Reading - Hyperlexia and Abnormal DevelopmentAbnormal Development

check for understanding of read texts demonstrate the purpose of readingfactual texts & familiar stories

– can develop play - Sherratt & Peter (2002)

written language can be:– a bridge to spoken language– a way of getting needs met

Educational Uses of LanguageEducational Uses of Language

failure of communicative intentdifficult to understand spoken instructions:

– visual presentation, structure, physical guidance & CAL

educational use of questionsinappropriate model of didactic styleteach in functional contexts

Social and Emotional Social and Emotional DevelopmentDevelopment

skills difficult without understanding not aware of own emotions

– no reflection, no control, no punishment– symbols mislead without understanding

need some rules with a wide currency– need communicative partner

other 'rules' may be socially disabling e.g. look when being addressed– will not know purpose– not able to time gaze appropriately

Teaching Social UnderstandingTeaching Social Understanding

videos / instant photographs for social cues innovatory aspects of ICT range of techniques based on mutual enjoyment of

interaction:– 'Interactive Teaching' – Option– Music-Assisted Communication Therapy – Hanen– Floortime

Teaching Social Understanding 2Teaching Social Understanding 2

avoid secondary handicapsteach meanings, not meaningless ritualsteach directly to act as part of a groupcompensate for lack of peer relationships

e.g. transition/ sexualityself-help and independent skills may have

a social element

Teaching about EmotionsTeaching about Emotions

self then othersexplicit meaning through:

– mirrors - attention to own – unambiguous emotional expressions – explicit labelling– context

managing extreme emotional reactionsenjoyable experiences enhance learning

Flexibility in Thinking and Flexibility in Thinking and BehaviourBehaviour

compensatory strategies:– help the individual cope within the limitations of the

disability

– TEACCH - good compensatory approach

remedial strategies:– help find alternative routes to overcoming those

limitations

Changing BehaviourChanging Behaviour

difficult to inhibit actions change the environmentprevent the response & train alternativedevelop self control (supports)functional analysisteach adaptive behavioursplan - do - reflect

Curriculum AimsCurriculum Aims

understanding of self & others independence skills for integration into societypay attention to teacher's demandsdevelop a relationship through opportunities for

emotional engagementdirect rules and codes of conduct recognise effects of their own actions

Teaching RemindersTeaching Reminders

repetition for consolidationemotional engagement and interestexplicit external (visual) cueingtaking account of contextual dimensionsacademic and social skillsaesthetic, physical & spiritualunderstanding, skills & experiences