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Advancing Education for Learners on the Autism Spectrum: Insights and Future Directions

This presentation by Professor Rita Jordan from the Autism Centre for Education and Research at the University of Birmingham explores the evolution of education for individuals on the autism spectrum. The discussion emphasizes the need for explicit learning of social skills, the importance of understanding identity and communication, and the historical context of autism education. It also reviews teaching approaches, interventions, and the role of neuroscience in creating effective educational environments. This knowledge aims to enhance understanding, professional training, and support for learners with autism.

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Advancing Education for Learners on the Autism Spectrum: Insights and Future Directions

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  1. Education & learners on the autism spectrum: learning from the past & building for the future Professor Rita Jordan Autism Centre for Education & Research University of Birmingham Autism Cymru: 3rd International Autism Conference: Developments in Autistic Spectrum Disorders – Past, Present and Future: Cardif 2008

  2. What’s Special about ASD? • need to learn explicitly what others acquire intuitively or through social tutoring • identity of self/ other • saliency of social signals • agency and intention • relevance and priority • social/cultural meaning • nature of communication • emotional consciousness

  3. Total Exclusion • with sld most excluded from education until 1971 - no provision until 7 • Oswin (1971) the Empty Hours • Tizard: Brooklands Experiment - added value of film over statistics on socialisation & adaptive functioning Sometimes we do not need research as much as humanity

  4. The Growth of Education for ASD • 1st specialist school 1962 in UK (possibly earlier in Denmark) • most specialist provision on parent initiative as result of dissatisfaction with existing services • initially differentiation from more generic SEN • gradually more the result of failure/ dissatisfaction with, or exclusion from, mainstream

  5. Teaching Approaches/ Interventions • started with ABA as for sld • little long-term benefit until Young Autism Project (Lovaas, 1989) • crucial variable? • nature of programme - drills? • intensity & duration? • age and intellect? • inclusion?

  6. Specialist Approaches • Montessori -> structured teaching • based on research for rationale • parents as co-therapists • visual & explicit vs. social & linguistic • compensatory & remedial • social & communicative understanding • timing • attention grabbing

  7. Conceptualisation • medical classification • category vs.. dimension • pathology vs. difference • DSM V • undiagnosed females? • cultural issues • ‘stretching’ of category • ‘triad of impairments / differences’ • back to dyad or even single area • different triad -soc/commun; play; rigidity • groups from ‘overlaps’ with other conditions? • SPD/ NVL/ SreceptLI

  8. Voice of individual • in educational research in general • authors, speakers, blogs • as part of National Curriculum in Citizenship • NICCY research • youths with Asperger’s syndrome & families 11-16 year olds • short term breaks

  9. Diagnosis & Screening • possible screens • parental /staff feedback valid • ‘diagnosis’ from 1 year? • CAST - primary AS • gold standard (e.g. SIGN guidelines) - ADI-R/ ADOS-G. DISCO wider • medical screens as necessary • diagnosis in adults • Royal Society training for psychiatrists

  10. Possible scenarios from neuroscience • identify subgroups on basis of neurological patterns • proper scientific study to determine environmental/ dietary effects on neural and behavioural functioning • genes for cognitive style identified but not for disorder or pathology

  11. Social categorisation • subtypes - valid • variation with time/ training/ mental health • basis for style of teaching: • withdrawn - didactic 1:1 & desensitisation • passive - interests, engaging, motivation, structure • active but odd - rules & structure, self control • eccentric - mentor & buddy

  12. Mental Health Issues • more prevention/ resilience • e.g. FRIENDS for 9-10 year olds • training of adult psychiatrists in ASD • treating anxiety as well as ASD • CBT • more accessible forms • e.g. Homunculi programme

  13. More ICT • virtual/ augmentative realities as tools • extension of AutismPro (or webautism?) for all • gadgets for: • passage of time • location • prompting • social networking for development, fun • support for staff/ those with ASD • aiding school subject/ adult job/ leisure activities

  14. Training of Professionals • European standards for Masters programmes • recommendations from review reports everywhere • increase in programmes for training including web-based ones

  15. Understanding • increasing ‘bottom-up’ understanding to inform teaching & learning situation • attention • time • memory • concept formation • emotion • commitment

  16. Single enables staff expertise better monitoring & easier evaluation builds staff & parent confidence enables positive views Eclectic can match to goal all needs can be addressed needs compatibility checks & child perspective take strengths from each Single vs Eclectic Curricula

  17. Evidence • no single approach • evidence for: • structure • behavioural methods • training parents in social interaction & communication techniques • in all studies some do well and some do not • in all studies children tend to learn only what are explicitly taught

  18. Building on specific approaches • choose on basis of principles - not chance • understand the principles of each approach adopted • individualise • take perspective of individual and examine interaction - i.e. the effect of the whole • use professional judgment • treat each situation as a single study to assess

  19. Conclusion • no ‘autism’ curriculum or single approach • needs to fit: • individual • family • practitioner • context • current goals • prognosis

  20. Re-examine old issues in a new light Could we research: • effects of parental styles without parent-blaming? • effects of culture on conceptualisation & treatment without bias? • helpful staff characteristics without being discriminatory? • effects of diets while still supporting science? • issues round the MMR debate (e.g. fever treatment) without claiming that MMR causes autism?

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