By Val Cumine, Julia Leach, Gill Stevenson
More and more, academics are anticipated to spot troublesome areas and aid teenagers with ASD to alter or deal with their habit competently. This booklet deals off-the-shelf help to lecturers and contains: worthwhile categorization of areas of difficulty; strategies that permit lecturers to assist young children swiftly and successfully; recommendation on atmosphere IEP pursuits; and photocopiable assets.
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More and more, lecturers are anticipated to spot troublesome areas and aid childrens with ASD to alter or deal with their habit effectively. This e-book bargains off-the-shelf help to lecturers and contains: valuable categorization of troublesome areas; ideas that let lecturers to assist young ones swiftly and successfully; suggestion on surroundings IEP ambitions; and photocopiable assets.
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They may need to be shown what to do. Interactive play with another child should be encouraged so there are opportunities for social play as well as role play. Starting initially with one child, at first you will need to support turntaking. Increase the number of children in the group, still supporting turntaking. Try using a talk ticket which each child holds when it is their turn. Encourage play which enables and practises understanding of how others feel, such as pretending to be angry, sad, frightened etc.
E. teacher or child. Set up a work station where the child can be instructed separately or can work on his own without distraction (see Section 2). Keep the classroom as distraction-free as possible and ensure that the child is not in close proximity to noisy heaters, corridors and low windows. Christmas decorations and dangling displays of art work which move in the breeze can be difficult for some children. Set up a ‘focus room’ or area, in neutral colours, containing minimum distractions where children who need to can go and work.
Give him something to hold which may help to keep his mind on the subject, such as a picture or object relating to the topic under discussion. Negotiate time for the child to talk about his special interest if preoccupation with this interferes with his listening. Give the child time to process one piece of information before moving on – some children can take up to seven seconds. Use circle time activities to promote listening. Provide a social story about listening, specific to the child and his situation.