By Val Cumine, Julia Dunlop, Gill Stevenson
This moment variation is a transparent and concise advisor to potent school room perform for lecturers and aid assistants operating with childrens with Asperger syndrome in mainstream colleges and different non-specialist settings. Preface 1 Asperger Syndrome: An advent 2 review and prognosis three academic Implications of present Theories four A Framework for academic Intervention five academic Intervention in perform 6 Behavioural Intervention 7 in the direction of Precision in evaluation and educating Appendix: Diagnostic standards for Asperger Syndrome References Index
Read or Download Asperger Syndrome: A Practical Guide for Teachers, 2nd Edition (David Fulton Books) PDF
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Additional info for Asperger Syndrome: A Practical Guide for Teachers, 2nd Edition (David Fulton Books)
An advanced diploma can lead on to university or into a career. The diploma will help students make decisions about their future direction without closing down options. Diploma students will also acquire the skills and knowledge, which are essential for success in employment and higher education, both related to the discipline and those which are common, like teamwork, self-management and critical thinking skills. For the young person with Asperger syndrome, the vision underpinning the 14–19 reforms is just what is needed: offering young people the subjects that motivate them, in a style and at a time that suits them, so that all young people will want to stay beyond the age of 16 and be enabled to acquire essential skills for living.
Martin told her the culprit’s name without hesitation. No sharing of attention, leading to idiosyncratic reference. A teacher, leading a group activity in an infant class, held up a picture of a farmyard. The focus of all the children was on the different farm animals – except for one child’s focus. Marcus, who was fascinated by electricity pylons, noticed a tiny pylon in the background of the picture and could focus on nothing else. Lack of understanding of social interaction, leading to difficulties with taking turns, poor topic maintenance in conversation and inappropriate use of eye contact.
The child’s role in the learning process will need to be highlighted, drawn to his attention visually and verbally as Powell and Jordan (1997) suggest, using photographs, videos and prompt scripts. They point to the interrelatedness of emotions and thinking in normal development which leads us to attach ‘meaning’ to events. Without this personally experienced meaningfulness of events, children with autistic difficulties learn ‘from the outside in’, as it were, by rote and mechanistically. The challenge to teaching presented by Powell and Jordan is that of explicit teaching of meaning; the child’s attention must be explicitly drawn to how new information affects the way in which he understands the world.