autism cymru education conference
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Autism Cymru Education Conference. Wrexham 5 July 2007. ‘It’s nothing that a good smack wouldn’t cure!’. What do we need to consider about the parents or carers?. Be sensitive to the parents’ or carers’ feelings. Be prepared for a variety of reactions. - PowerPoint PPT PresentationTRANSCRIPT
Autism Cymru Education Conference
Wrexham5 July 2007
‘It’s nothing that a good smack wouldn’t cure!’
What do we need to consider about the parents or carers?
• Be sensitive to the parents’ or carers’ feelings.
• Be prepared for a variety of reactions.
• Give the parents or carers time to talk.
• Always give encouragement and (truthful) positive feedback.
• Explain all programmes and strategies that will be used in the setting, including any programmes suggested by outside agents (e.g. S&L therapist; EP).
• Always give the parents or carers credit for any support or good work carried out at home.
• Be a mutual support group.
• Give the parents or carers contact details of relevant societies, associations etc.
• Ask the parents or carers anything* you want to know (i.e. not the child)
• Explain positive approaches for home follow-up.
• Develop Play Plans with the parents or carers for use at home.
• At reviews make sure the parents’ or carers’ views are expressed
• Do they need translation/alternative communication facilities?
Watch out for the child who
• makes inappropriate remarks or speaks at inappropriate times
• laughs excessively loudly or for too long
• has poor conversational skills
• displays ritualistic or obsessive behaviours or habits
Watch out for the child who
• has problems communicating through speech and/or other forms of language
• displays inappropriate verbal and/or non-verbal interactions with others
• finds difficulty in responding normally to social situations
• withdraws from social situations
Watch out for the child who
• displays passive behaviours and a lack of initiative or curiosity
• seems oblivious of the presence of others and their needs or emotions
• uses unusual intonation, bizarre language and/or ritualistic phrases such as advertisement jingles or slogans
Some practicalities for us as practitioners
At institutional level
• Make sure all staff have an understanding of the difficulties and the implications for the child, their family and their daily living.
• Make sure that the child is treated with respect by both staff and children.
At institutional level
• Be aware of any possibilities of bullying, particularly in unsupervised situations.
• Make sure your setting’s SEN policy is fully inclusive and addresses ASDs. (Keep reviewing it!)
• Make sure you keep meticulous records – this is very important.
At an individual level
• Check whether the child’s hearing is sound (no pun intended!).
• Assess both the child’s receptive and expressive language skills, if you can.
In the setting
• Always speak to the child in a positive way*.
• Make sure you face the child when speaking.
In the setting
• Make sure your facial expression is always relaxed and warm.
• Attract the child’s attention by gently touching their shoulder * and saying their name before giving instructions, information etc.
• Don’t turn away your face until you’ve finished speaking.
In the setting
• Give instructions in small ‘bite size’ amounts, if necessary one step at a time.
• Use their interests to plan their targets.
• Use games and play-based activities to achieve targets.
In the setting
• Watch for any personality clashes* – change the routine to avoid difficult situations, if necessary.
• Discover the child’s preferred learning
style and stick to it.
In the setting
• Learn to use equipment, communication systems or other special facilities that the child may have.
• Have a timeline or pictorial timetable on display.
• Keep to the daily routine as much as possible.
In the setting
• Keep furniture and designated areas in the same place*.
• Keep the layout of apparatus the same*.
• Have a quiet area always available.
In the setting
• Have a ‘bland’ and non-stimulating work area for the child who is overwhelmed with ‘busy’ displays, bright colours etc.
• Use dolls, puppets and visual aids as part of story time, circle time or group discussions.
• Make labels, cards etc. with tactile materials.
Enjoy working with the child – both of you should be having fun as you learn!
Always remember: the child is not here for the professional – the professional is here for the child.