![]() ![]() #Social questions for students with autism downloadDownload a transcript This link will open in a new window of the podcast episode.When a child is unable to speak or cannot access their words all of the time, parents may rely on asking yes and no questions to figure out what their child is trying to communicate. Helen McLennan, Inclusion Support Teacher, Fig Tree Pocket State Schoolĭr Suzanne Carrington, Program Director, Autism Cooperative Research Centre and Assistant Dean (Research), Faculty of Education, Queensland University of Technologyįind further resources on the Autism Spectrum Australia website and the Autism Aspergers Advocacy Australia website. Search "Classroom adjustments" in Apple podcasts This link will open in a new window, Spotify This link will open in a new window, Google podcasts This link will open in a new window or wherever you get your podcasts to listen via your mobile device. How can I record the adjustments, the monitoring and review of these adjustments as part of the evidentiary requirements for the NCCD?.How can I create a classroom environment that supports the sensory needs of students who may be sensitive or reactive to aspects of the learning setting?.What technological tools could I introduce into the classroom to help autistic students with either handwriting difficulties or challenges with executive functioning, or both?.How can I introduce effective break times, but still maintain structure?.How could I best support an autistic student to organise their time and complete tasks?.If required, how could I use visual scaffolding to help an autistic student?.When setting classroom activities, think about what you are trying to achieve, and whether the task can be completed in an alternate way. Consider that some autistic students may not be able to cope in a noisy classroom environment or may have other sensory sensitivities therefore require the implementation of strategies to counteract this such as the use of headphones or by providing a quiet room.Many autistic students will benefit from materials being presented visually, as it enables them to concretely see what is required. Use visual cues such as concept maps to help students learn and revise previously explored ideas.Anxiety caused by transitions can be a major issue for some autistic students, and this can interrupt learning. Explain any upcoming changes in routine and provide reassurance. Prepare students for new situations through strategies such as storytelling and social scripts which describe social situations, skills or concepts.Every autistic student child will present differently however, structure and routine in the classroom are beneficial to all students. Help students organise and plan their learning day by using technological tools such as timers, visual schedules and reminders.A student who excels in maths won’t necessarily be confident in the playground, and vice versa. Remember that the learning and social needs of autistic students can be hugely varied.Dr Suzanne Carrington explains why it is important to get to know a student’s learning strengths and to provide both scaffolding and personalised support. ![]() Teacher Helen McLennan says that structure and routine are important to all students, but especially autistic students. His mum Claire talks about how anxiety can be one of the biggest factors holding him back. Year 3 student Christopher discusses how he sometimes has trouble focusing and talks about a supervised ‘time out’ arrangement that helps him. Since the condition occurs on a spectrum, students will vary vastly in their strengths and talents. Autistic students may have repetitive behaviours and experience challenges with sensory issues or social communication with possible accompanying intellectual and/or language impairment. Autism is a lifelong developmental condition that can affect a student’s ability to learn and the rate at which they develop new skills. In this episode, we talk about common adjustments teachers can make in the classroom to support autistic students. ![]() Disability Standards for Education e-learning.Done this before and looking to improve processes?.Step 3: What is the category of disability?. ![]() Step 2: What is the level of adjustment?.When is a student eligible to be included?.What are my roles and responsibilities?.What are my school’s obligations under the legislation?. ![]()
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