Autism Awareness Week Learning Focus: To understand what Autistic Spectrum Disorder is To consider how we can be more inclusive to those with ASD
What is Autism? Watch this video and see if you can remember at least 3 key facts from the video to share afterwards. https://www.youtube.com/watch?v=7JdCY-cdgkI
Summary of what ASD is: • ASD is a lifelong developmental disability that affects people’s ability to interact with others and/or perceive the world • ASD cannot be ‘cured’, but with the understanding of people around them, people with ASD can lead full and happy lives. • ASD is invisible – you cannot tell by looking at someone is they have the condition • People with ASD will share difficulties, but they present differently in everyone – some may struggle more with certain issues such as communicating effectively (for example) • With the correct support, ALL people with ASD can learn to adapt, learn and develop – to lead a fulfilling life that they choose • Around 700,000 people in the UK live with ASD (more than 1 in 100)
Asperger’s Syndrome • Some people who showed some traits of Autism Spectrum Disorder also used to be referred to as having ‘Asperger’s Syndrome’. • Some people still use this term to describe ‘high functioning Autism’ where the person finds it hard to understand facial expressions and social situations, but can also be highly intelligent.
People with Autism can have the following strengths: • Attention to detail • Can be highly skilled in a certain area • Can have an encyclopedic knowledge on areas of interest to them • Logical • Honest • Loyal • Can have higher than average intelligence
Things that children with ASD find hard … People with ASD might • not understand/interpret facial expressions • Respond to their friends in the way you would expect – this can be upsetting for others • Understand sarcasm or jokes • They will take what people say quite literally: For example if you said ‘pull your socks up!’ – we might understand that to mean that someone needs to hurry up, but someone with ASD might take that literally. • Find noises, textures, smells, certain environments overwhelming TASK: Can you think of other saying we use that might have a literal and figurative meaning?
Sheldon Cooper – Big Bang Theory https://www.youtube.com/watch?v =jWWOM53Zh20 • What adjectives could we use to describe Sheldon Cooper’s: – Personality – Interests – Intellect – Friendships – Social interaction and understanding emotions
Sensory Overload Children with Autism can have ‘sensory overload’. This is where the brain takes in too much information and it can be hard to ‘filter’ out. Watch the video to understand what this can be like. https://www.youtube.com/watch?v =Lr4_dOorquQ
Task: Split into 3 groups. Each group must write on a piece of paper, or post- notes all the sensory information they can think of for these three areas in our school. Your Classroom Dining hall Playground
Meet Julia: Sesame Street’s newest Muppet • Julia is new to Sesame Street • Julia has ASD • As you watch this clip (10 mins) consider the issues that might be happening for: – Julia – Big Bird – Julia’s friends (Elmo and Fairy) – Teacher • You may want to set this out in a table. See next page.
https://www.youtube.com/watch?v=dKCdV20zLMs Julia Big Bird Julia’s friends Teacher Print this slide out for SEND
Possible issues: Julia Big Bird Julia’s friends Teacher - Big Bird is quite ‘large’ - Feels awkward - To support both Big - How to ensure all four and might be - Questions why Julia Bird and Julia – how do get along safely, intimidated initially doesn’t take to him we do this without happily - Loud noises / quickly – ”why does either of them getting - Support the needs of distractions she not like me?” offended? all individuals - Responding to people - How do I change so - Include both - Monitoring the I’ve not met before that Julia likes me? personality types – interaction - Like to do things Should I have to how do we do this? - Manage behaviour differently change? - Ensure tasks enable - Want people to know everyone to enjoy what ASD is – to learning – safe? understand - Likes to play and be with friends
How can we be a ‘good friend’ to someone with Autism? • Think about the scene from Sesame Street • What did the teacher to do ensure that everyone was ‘OK’ and participating? • What did the other three characters need to do to ensure Julia was being included? • Think, pair, share – report back to class
Defense Mode: when someone with ASD becomes worried they can go into ‘defense mode’. The person is feeling … … but it can look like they are • • Scared Rude • • Frustrated Cannot follow instructions • • Angry Un-cooperative • • Shut-down Aggressive • • Withdrawn Defiant • • Fear of abandonment Spiteful • • Do not have control Not listening • Want to be alone • Obsessive • Cannot empathise • Need routine and find it hard when things change • ‘Strange’ behaviours – for example hand flapping, babyish ore repetitive behaviours,
Class discussion How can you be a good friend to someone with Autism?
References: What is autism? http://www.autism.org.uk/card Bullying: http://www.autism.org.uk/about/in-education/bullying.aspx Exams: http://www.autism.org.uk/about/in-education/exam-guidance.aspx Issues at break/lunch time: http://www.autism.org.uk/about/in- education/difficulties-at-lunch-and-break-times.aspx Transition from primary to secondary: http://www.autism.org.uk/about/transition.aspx Inclusion: http://www.learnnc.org/lp/editions/every-learner/6692 and http://www.scerts.com/docs/Inclusion%20Notebook_Rev%206.12.pdf
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