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Development of Teaching French in an Autism Unit

Development of Teaching French in an Autism Unit. John Lumsden Kay Hunter Ruchill Autism Unit. Quick Autism Overview!. Pervasive Developmental Disorder Classified by impairments in social communication, social interaction and flexibility of thought

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Development of Teaching French in an Autism Unit

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  1. Development of Teaching French in an Autism Unit John Lumsden Kay Hunter Ruchill Autism Unit

  2. Quick Autism Overview! • Pervasive Developmental Disorder • Classified by impairments in social communication, social interaction and flexibility of thought • Children in unit have diagnosis of an Autism Spectrum Disorder but have academic capacity to access an adapted mainstream curriculum.

  3. Before French • Broadly held assumptions surrounding learners with ASD and learning of a modern language • Children disadvantaged on moving to mainstream provisions • Limited experience of travel for children with ASD

  4. But, already had… • Current curricular development ongoing • Strong links with Modern Language Advisorate • ‘Formula’ for trying new experiences • History of extending new opportunities

  5. French Introductions • Map skills / mapping • Food • Sports • Landmarks • Paris • French shops / comparison • French technology • Visiting France • Meeting French development officer

  6. Arrival of French Teacher • Teacher remit • Working across all classes • Needed to look for imaginative ways to use French teacher • Wanted to link with annual audit

  7. Options? • Teach parents French • Joint learning programme • Link in to new programme • Link in to existing programmes • Other ideas…

  8. Curriculum for Excellence • Opportunities to • Communicate and collaborate • Reflect on their skills to improve • Engage with a wide range of texts and ICT • Develop an understanding of culture • Extend and enrich vocabulary though listening and talking

  9. So far… • French food • Travel • Art • Treasure hunt • And still to come….

  10. Matters arising • Language acquisition – gaps in early language being filled by new language • Positive examples of a limited verbal children • Development of a vehicle through which to communicate / removal of anxiety

  11. Culmination Celebration • Adapting of children and staff to a new curricular area • Success indicators all very positive • Pulled everything together • Impact on wider family • Basic understanding of learning about another culture.

  12. Final Thoughts “ I can speak French to a French person and they can understand me”

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