supporting your child in secondary school south lee intervention team

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  • Slide 1
  • Supporting your child in secondary school South Lee Intervention Team
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  • Transition Tools Helping students make a smoother transition to second level
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  • Planning Identify and include strategies into IEPs Promote independence in school and home Schools may require up to date reports
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  • Planning 6 th class Make contact with secondary school early in the summer term to share information and plan strategies Arrange extra visits as necessary
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  • School Preview Most children will benefit from seeing, experiencing and learning about a new school before they turn up on the first day School visit parents and school Videotape of school, rooms, brief introduction from teachers
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  • School Preview Visual guide with photos of key staff such as teachers and assistants Visual guide of school map including toilets, staff room, canteen etc.
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  • School Preview Identify team of core contacts in school This may include, Year head, resource teacher, guidance counselor, etc Remember there may be less time to interact with key staff at second level so arrange a system whereby important information can be shared between parents and staff
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  • Transition Workbook Interactive tool for children, parents and teachers to prepare for the upcoming transition to their new school Can be downloaded from ASD South Lee blog ( )
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  • Passport - Keep it simple! It might be useful to develop a personal portfolio with the child to outline likes, dislikes, strengths, needs, learning style, hobbies, fears, goals, favourite subjects, time-out and relaxation activities. The personal portfolio can be passed to staff in school to help raise awareness around the individuals needs
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  • Plan in reverse Start with what works for the child and keep it going! Some examples of this are: in what situation or setting is the student more successful? When does the student perform well? When does the student interact meaningfully with peers?
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  • Things to consider Transition Year Sports SNA support availability Full/partial curriculum
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  • Difficulties The four main difficulties your child may experience in secondary school: 1. anxiety 2. organisation 3. transitioning 4. making friends
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  • Anxiety A high percentage of individuals with HFA and Aspergers syndrome suffer from anxiety. A certain amount of stress is an important component in our lives. However, too much stress is debilitating and counterproductive. Individuals on the spectrum are not adept at recognising their emotional state they will rarely seek out help.
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  • Organisation Triad of impairment: rigidity Decreased ability to think into the future and problem solve. Simple tasks of organising work materials and work environment difficult. Also coordination difficulties will contribute to disorganisation- if you cant coordinate your body you'll have difficulty coordination your space
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  • Transitioning Rigidity: difficulty making predictions about what happens/to do next, difficulty accepting change Imagination: planning difficulties Communication: understanding whats happening next, what to bring Sensory: busy, noisy environment
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  • Friends Social interaction: not knowing how to interact, not recognising social cues Communication: not understanding language, not having language to express oneself. Sensory: difficulty with auditory processing- especially in group conversations.
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  • What strategy works? Use visual input!!!!
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  • What is a visual cue?
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  • Why is a visual cue useful? Augmentative Clarity Organisation Predictability Routines Independence
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  • Using visuals: Anxiety DIFFICULTIESSTRATEGIES Anxiety changes to routine trips room change teacher absent Sensory overload Organisational difficulties Following rules Preventative strategies predict events/changes in routine e.g tests, no school tomorrow write into journal social story visuals to support changes Thermometer Movement breaks Social stories re Anxiety Clear visual rules and consequences Environmental changes
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  • Use visuals: making friends DIFFICULTIES STRATEGIES (VISUALS) Doesnt know what to do in unstructured timesForm structured clubs with various activities. Offer choices Conversation skillsSocial stories, videos, structure conversation using cue cards etc. Role play. Inappropriate topics, own interest Interrupting etc Visual rules: set times when it is allowed to speak about topic VulnerableProblem solving worksheets
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  • Use visuals: transitioning DIFFICULTIES STRATEGIES (VISUALS) Confused between classesList of things to do-e.g. go to locker, get lunch Getting lostmap, learning to ask, right/left support, identifying landmarks, corridors colour coded, rooms colour coded, colours to toilets etc. What to do in unstructured times-e.g. lunchSocial story, choice of activities, structure the time-eg. clubs etc Moving between topics in classwrite headings/lesson outline in board and rub out when finished. clear start and end to topics visual link between topics e.g diagrams Visual cue that change is occurring. Switching your attentionPhysical cue Staying on appropriate topicClassroom rules
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  • Use visuals: Organisation DIFFICULTIES STRATEGIES (VISUALS) Messy workspace Visual layout, work systems Handwriting Laptop, use of workbook, scribes, Understanding & following directions Write page number on the board Post-its, written schedule/blackboard Taking down homeworkwrite up & extra time Following timetablesOrganisation & Colour coding Exams/testsScribes, extended time Taking down notesParaphrase notes, complete sentences, reducing distraction on board Bringing correct booksColour coding Completing tasksVisual layout (PE, Practical) E.g left to right, tick charts,
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  • Example of comic script conversation
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  • Examples of video social stories South Lee Autism Intervention team. 25
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  • Useful resources South Lee Autism Services (021) 4347087
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  • Resources Getting ready for school: Transition Tips for Students with Autism from Kluth, P. (2003). Breaking Down Barriers to Learning South Lee Autism Team: Transition Booklet Asperger Syndrome practical strategies for the classroom Teaching Students with Autism a resource guide for schools (British Columbia Ministry of Education)


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