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Welcome to world autism!

STRATEGIES TO SUPPORT PUPILS WITH ASD

Because we already do lots of things to help our children…

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Linda (Highly Specialist Speech and Language Therapist) is here to help you and to inform you ”what is autism?”

• On the post-it notes, write down examples of things you do already that help the children with ASD that you work with

• You might like to think about how you help:

  • Make the day predictable

  • Reduce anxiety

  • Increase social understanding

  • Regulate emotions

  • Accommodate different thinking style

  • Cope with sensory processing differences

  • Bring them up and stick them on the wall at the front.

• We will return to these later

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 DEFINITION

• Autism is a complex neurobehavioral disorder that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors.

• Children with autism have trouble communicating. They have trouble understanding what other people think and feel. This makes it very hard for them to express themselves either with words or through gestures, facial expressions, and touch.

• A child with autism who is very sensitive may be greatly troubled — sometimes even pained — by sounds, touches, smells, or sights that seem normal to others.

• Children who are autistic may have repetitive, stereotyped body movements such as rocking, pacing, or hand flapping. They may have unusual responses to people, attachments to objects, resistance to change in their routines, or aggressive or self-injurious behavior. At times they may seem not to notice people, objects, or activities in their surroundings. Some children with autism may also develop seizures. And in some cases, those seizures may not occur until adolescence.

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 OBJECTIVES

• To reflect and share things that we learnt from Training Day One

• To review the different ways in which children with ASD experience school

• To learn about some strategies and interventions to support children with ASD

• To experience and try some interventions used to support

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Autistic disorder

This is what most people think of when they hear the word “autism.” It refers to problems with social interactions, communication, and imaginative play in children younger than 3 years.

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Asperger’s syndrome

These children don’t have a problem with language — in fact, they tend to score in the average or above-average range on intelligence tests. But they have the same social problems and limited scope of interests as children with autistic disorder.

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PDD

Pervasive Developmental Disorder is a kind of catch-all category for children who have some autistic behaviors but who don’t fit into other categories.

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Rett syndrome

Children with Rett syndrome, primarily girls, start developing normally but then begin losing their communication and social skills. Beginning at the age of 1 to 4 years, repetitive hand movements replace purposeful use of the hands. Children with Rett syndrome are usually severely cognitively impaired.

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Childhood disintegrative disorder

These children develop normally for at least two years and then lose some or most of their communication and social skills. This is an extremely rare disorder and its existence as a separate condition is a matter of debate among many mental health professionals.

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