autism teaching strategies
Autism Teaching Strategies
Ways of autism teaching strategies
This is a summary of a lecture delivered by Dr. Kathleen Quill on ways of autism teaching strategies and enhances learning in children with autism began explaining the importance of understanding a way of thinking of these children, then was introduced by way of thinking cognitive and social in these children, then I explained the ways in which help to enhance learning through the use of routine work as usual and learning tools visible.
Cognitive thinking and social networking for autism teaching strategies
Libraries Jerand Temple, and Donna Williams, and other means to understand how think people with autism. As evidenced by the adoption of these writings of people with autism the way of thinking is characterized therefore (in most cases) :
1 – thinking about pictures, not words.
2 – presentation of ideas in the form of a video of the imagination, which takes some time to restore the ideas.
3 – the difficulty in addressing a long series of oral information.
4 – Passed a note about the difficulty of keeping one in their thinking, while attempting to process other information.
5 – excel using only one channel from the channels of sense at a time
6 – have difficulty in circulating the things that they teach or know.
7 – have difficulties in the lack of consistency or regularity of their understanding of some of the sensations.
The information available on social networking with these individuals it is likely that :
a – they have difficulties in understanding others’ motives and perceptions about social attitudes,
b – face difficulty in processing sensory information they have that link, which leads to the existence of the burden of sensory overload
c – to use reason instead of emotions in the processes of social interaction.
Therefore, on the assumption that students with autism acquire information in a different way of autism teaching strategies , it should be no compatibility between the learning styles in these students, and ways to present material to them.
Where teachers must begin to tap into the strengths when students autistic. Dr. agent has confirmed that in order to help create a learning environment, teachers should do to develop the structure of a fixed structure during the autism teaching strategies.
Fixed Structure for autism teaching strategies
The fixed structure is vital when teaching children with autism, and can promote activities based on a fixed structure:
1 – the organization of materials required for the lesson.
2 – and clear instructions.
3 – the presence of a structural system to provide hints to help the child, so that does not provide the required answer or respond directly, but are helping the child to access the appropriate response to provide tips for moving the child fell to the other (easy) until it reaches the desired response.
Would be enhanced by using the fixed structure of the routine and Visual Tools to help does not depend on language. The routines repeated allow him to predict recurrent events, which helps to increase self-control, and reliability. The sequences normal course of events: provides a systematic and ease of forecasting events, helps to create a fixed format for many things, it also provides stability, simplicity, and makes the individual waiting and expect, which helps to increase boarded guardian.
There are three types of routines :
1 – Spatial routines: working on linking the activities of certain specific sites, which can be visible in the form of a table used as a table of daily activities.
2 – temporal routines that link the activity time and specify the beginning and end of activity is visible and clear.
3 – There are routines guidelines, which explains some of the behaviors of social and communication skills required.
Working tools and visual aids to add the static structure of teaching, as it is fixed in time and space and can reflect to multiple types of materials, such as materials printed, tangible things sensual, and pictures. Usually we are to impose is difficult that printed words, but explains Dr. Quill this assumption is incorrect.
The instruments visual aids for autism teaching strategies :
1 – help the child to focus on the information.
2 – working to facilitate the organization and structure fixed.
3 – The information shows what is needed.
4 – help the child in the process of differentiating between more than one option.
5 – reduces reliance on adults.
6 – help to independence and self-reliance.
The visual activities such as assembling puzzles pieces puzzles, and letters of the alphabet, printing, writing, and reading books, and computer use are all characterized by the beginning and end of a clear, which helps the clarity of those tasks.
Principles of social interaction in autism teaching strategies :
When teaching social interaction, then use:
1 – a series of unexpected social situations.
2 – a set of predefined regular oral talks.
3 – verbal messages consistent with the current activity.
4 – Use real-time speech and visual tools to help.
5 – stand as a strategy of learning, any-stop between now and then.
6 – exaggerated (in the pure emotions, for example …).
In short, Dr. agent has shown that it is very necessary to match the teaching methods with methods of learning cognitive (mental) and social person with autism. The use of fixed infrastructure in the form of routines and tools to help visual works to promote the learning of these children.
Visual and auditory stimulation for autism teaching strategies in the classroom must be taken into consideration. Many students with autism teaching strategies are sensitive to auditory input and have a more difficult time processing auditory stimulation. Their work stations should be placed away from excessive auditory stimulation and away from unnecessary movement.