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Voices from the other side

Voices from the other side. NSCDA Conference May 31, 2007. Michael Price & Jamie Fillion & Ruth Fraser. Goals for this workshop…. Increase awareness of the perspectives, experiences, and abilities of people on the Autism Spectrum.

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Voices from the other side

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  1. Voices from the other side NSCDA ConferenceMay 31, 2007 Michael Price & Jamie Fillion & Ruth Fraser

  2. Goals for this workshop… • Increase awareness of the perspectives, experiences, and abilities of people on the Autism Spectrum. • Promote understanding of systematic barriers people on the spectrum face and accommodation needs in education and employment. • Provide real strategies for supporting people on the spectrum in the classroom.

  3. Myths and Misunderstandings “Autism is a barrier.” • Barriers to inclusion include… • special services & advocacy • limited control over decisions • exclusion • coordinating goals and services • perception of work • misunderstandings and fears • building positive support • prioritizing productivity • undervaluing diversity “Not understanding Autism creates the barriers.”

  4. Myths and Misunderstandings “Autism is something to be overcome.” • focus • unique global insights • independent thinking • internal motivation • attention to detail • 3-dimensional thinking • cutting through the smoke screen • logical decision making “Autistic traits can be incorporated as strengths into a career plan.”

  5. Myths and Misunderstandings “People with autism should pursue a career based on special interests.” Some real life examples… “Special interests should be explored to discover elements that can be transferred to career choices.”

  6. Myths and Misunderstandings “The job market is becoming more open to diversity and more specialized making it easier for people with autism to find meaningful employment. • Neurotypicals (NT)… • polytropical • non-literal • prioritize the need to fit in • can’t focus on just one thing • evasive and indirect communication styles “Increasing social skills requirements makes employment and advancement problematic.”

  7. Support Principle # Respect differences & Understand unique strengths • Treat students with ASD just as you would want to be treated • Establish a personal relationship with the student. • Incorporate strengths into classroom and learning activities

  8. Support Principle # Support communication differences • Provide visual aids where possible • Be aware of literal interpretations • Be straightforward and clear • Seek clarification; don’t assume anything • Know about Theory-of-Mind and perspective taking difficulties

  9. Support Principle # • Ask about and be sensitive to sensory sensitivities • Reduce distractions and offer a quiet & independent work and/or testing area • Make sure the student knows a quiet place on campus s/he can go when needed for breaks Be aware of environmental needs

  10. Support Principle # Give regular and specific feedback • Explain social & conduct rules explicitly • Give a “Head’s up” about changes  • Provide clear and specific instructions • Initiate regular check ups and give specific feedback

  11. Support Principle # • Binder or notebook for class work, assignments, notes, etc. • To do lists, agendas, calendars • Email/phone reminders • Visual lists in the classroom Introduce organizational strategies

  12. Support Principle # Provide support for group sessions • Consider alternatives to group sessions • Encourage natural supports  • Introduce strategies for navigating group assignments • Ensure the student knows his/her role in group projects

  13. Support Principle # Teach vocational behaviors associated with employment field • How much stamina is required on the job? • What are the social expectations? • What are the interpersonal expectations for the work environment?  • Teach/anticipate the unwritten rules

  14. Voices from the other side NSCDA ConferenceMay 31, 2007 Thank you. Help yourself to the handouts and resources.

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