Educational Provision: making mainstream schools autism-friendly & inclusion

Dr. Rita JordanSchool of Education, University of Birmingham,

2003

Issues in Effective Integration

Size & flexibilityFew explicit but enforced rulesBullying

Child -> increase understandingOthers -> seduce prime bully

-> Gray’s 6th sense‘Circle of friends’ & buddiesSupport for unstructured times & toilets

Issues in Effective Integration 2

LanguageProcessing timeDirect commands (using LSAs - no monitoring) Indirect speech/ sarcasm/ idioms/ questionsVocabulary - define concepts

Sensory disturbanceProximal support - noise/ light/ smell/distractionWarning for end of lesson etc. clear starts & finishes

Issues in Effective Integration 3

Impulse controlFire alarms - alternative signRunning off - plan escapeSay what to do & trainUse visual supports

ParentsWatch stress build upDaily aerobic physical activityMonitor toileting - constipationHomework & home-school books - need cues to memory

Issues in Effective Integration 4

Managing time/ space/ class transition5 min warning to pack upTeach packing up to speed - no helpNo directions after lesson end signalAllow to leave early to avoid crowds in transitionDon’t sit where others go behindMark own space for shared tables etc.Make homework clear

WhyAspect of lessonCues to memory

Issues in Effective Integration 5

Resource base and ‘escape’ plansPlan for escape -> signal & permissionSafe resource areaReverse integration at breaks

Curriculum accessIndividualNo common assumptionsMake relevant

Curriculum: potential problems

HistoryFacts/ lists/ dates fineNo empathy - opportunity to teachEvidence - helpful for all

EnglishHyperlexiaTeach text comprehension

Curriculum: potential problems 2

MathsArithmetic and rote calculationApplication?Algebra a problem

PELack of dangerVisual guide - circuit trainingTeam games - explicit rules (video) , contact fear, get practice, Strengths - trampoline/ balance/ swimming/ running