Autism with additional Learning Difficulties : special school strategies

Dr. Rita Jordan

School of education, University of Birmingham

2003

The Dual Disability

• general learning difficulties

– direct effect on the ability to learn

– interact with the autistic disorder

• understanding at the psychological level crucial

• needs of those with profound learning difficulties

• social responsiveness as well as skills

Communication

• Communication is a curricular priority

– for its own sake

– as a skill to access the curriculum

• includes gestures, facial expressions, proximity & body posture

• also language problems

• need to understand communication

Language Difficulties

• significant number remain mute

• need to teach:

– difference between what the words mean and what the speaker means

– awareness of concepts and needs

– a means for communication

– within an environment that fosters communication

Teaching Communication

• PECS for expression

TEACCH for reception

• teach communicative functions directly

• only one new dimension at a time

• 5 dimensions to communication:

* form *vocabulary *communicative function *semantic meaning *context

Understanding Communicative Gestures

• communicative intent

• speech roles

• joint attention

• early communicative gestures

• need explicit instructions

• direct teaching of meaning of gesture

• a programme of desensitisation

Non-Productive, Pedantic, Literal Use and Understanding

• language used for narrow range of purposes

• often echolalic and non-productive

• interpret idioms or sarcasm literally

• direct teaching of conversational skills:

– turn taking

– active listening

– topic intro., maintenance & change

Reading - Hyperlexia and Abnormal Development

• check for understanding of read texts

• demonstrate the purpose of reading

• factual texts & familiar stories

– can develop play - Sherratt & Peter (2002)

• written language can be:

– a bridge to spoken language

– a way of getting needs met

Educational Uses of Language

• failure of communicative intent

• difficult to understand spoken instructions:

– visual presentation, structure, physical guidance & CAL

• educational use of questions

• inappropriate model of didactic style

• teach in functional contexts

Social and Emotional Development

• skills difficult without understanding

• not aware of own emotions

– no reflection, no control, no punishment

– symbols mislead without understanding

• need some rules with a wide currency

– need communicative partner

• other 'rules' may be socially disabling e.g. look when being addressed

– will not know purpose

– not able to time gaze appropriately

Teaching Social Understanding

• videos / instant photographs for social cues

• innovatory aspects of ICT

• range of techniques based on mutual enjoyment of interaction:

– 'Interactive Teaching'

– Option

– Music-Assisted Communication Therapy

– Hanen

– Floortime

Teaching Social Understanding 2

• avoid secondary handicaps

• teach meanings, not meaningless rituals

• teach directly to act as part of a group

• compensate for lack of peer relationships e.g. transition/ sexuality

• self-help and independent skills may have a social element

Teaching about Emotions

• self then others

• explicit meaning through:

– mirrors - attention to own

– unambiguous emotional expressions

– explicit labelling

– context

• managing extreme emotional reactions

• enjoyable experiences enhance learning

Flexibility in Thinking and Behaviour

• compensatory strategies:

– help the individual cope within the limitations of the disability

– TEACCH - good compensatory approach

• remedial strategies:

– help find alternative routes to overcoming those limitations

Changing Behaviour

• difficult to inhibit actions

• change the environment

• prevent the response & train alternative

• develop self control (supports)

• functional analysis

• teach adaptive behaviours

• plan - do - reflect

Curriculum Aims

• understanding of self & others

• independence

• skills for integration into society

• pay attention to teacher's demands

• develop a relationship through opportunities for emotional engagement

• direct rules and codes of conduct

• recognise effects of their own actions

Teaching Reminders

• repetition for consolidation

• emotional engagement and interest

• explicit external (visual) cueing

• taking account of contextual dimensions

• academic and social skills

• aesthetic, physical & spiritual

• understanding, skills & experiences