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Supporting Pupils with Autistic Spectrum Disorders: Strategies for Educators

This guide offers practical strategies for educators working with pupils on the autistic spectrum. It highlights the importance of understanding the unique sensory experiences of students, addressing sensory issues, and providing flexible structures in the classroom. Techniques such as minimizing visual distractions, ensuring clear communication, and providing safe areas for students are discussed. Furthermore, it emphasizes the need for a consistent and individualized approach to behavior management, enabling teachers to better support each student’s needs and foster an inclusive learning environment.

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Supporting Pupils with Autistic Spectrum Disorders: Strategies for Educators

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  1. Creativity in supporting pupils with autistic spectrum disorders. Nicky Kennedy (Billing Brook School) Francesca Shears (Northgate School Arts College)

  2. The New Triad of Impairments

  3. The Seven Senses • Sight • Touch • Smell • Taste • Sound • Vestibular sense – helps with balance • Proprioception – body awareness and co-ordination ability

  4. Sensory Issues • Many people with ASD are monotropic – utilise one sense at a time This can take the form of • hypersensitivity – become uncomfortable when experiencing minor encounters OR • hyposensitivity – when a child is underwhelmed by the world

  5. Flexibility • Structure • Schedules • Plan for change

  6. Work system • Where do I have to be? • What is happening? • How long will it last? • What’s next?

  7. Environment • Sensory considerations • Minimise visual distractions • Work stations/areas • Where to sit? • Individual needs

  8. Time Out • Important for individuals to know there is a ‘safe’ place/area if they need it • Should not be used as a negative. • Somewhere with no demands.

  9. Organisation • Check the person has correct equipment • Do not assume that just because a person with ASD has been told what to do they will know what to do, or how to do it. • Clear concise instructions – post it notes!! • Break down the task

  10. Difficult times • Reduce language • De-escalate • Distract • Introduce a different person • Withdraw from situation

  11. Behaviour • Reminders of how to behave. • Support in knowing how to improve behaviour. • Behaviour very often can be a reaction to stress. • Consistent approach. • Know the individual.

  12. A new day Is just that!

  13. Top Tips • Address the individual by name • Keep sentences/instructions simple • Allow time for information to be processed • Do not offer too many choices • Stick to boundaries • Do not force eye contact. • Remember a person with ASD can be very literal. • Be consistent.

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