Autism: A Primary School

Teacher’s Perspective

Helen Lewis

Learning objectives• To identify some of the barriers to learning

encountered by children with ASD.

• To identify some strategies which can be used to support children with ASD to overcome barriers to learning.

• To demonstrate how some teaching techniques are transferrable to the field of dentistry.

Some statistics• October 2010 – NI School Census:– The school population in NI is approx

330,000– There are approx 64,000 pupils (19.7%) on

the Special Educational Needs (SEN) register–60,000 (92%) of the pupils on the SEN

register are in mainstream schools

4,000 (1%) of pupils in NI have a diagnosis of AS/ASD

Brownlee Primary School

• Enrolment 172

• Number on SEN register – 38 (22%)

• Number of children with AS/ASD – 6 (3%)

AutismIndividuals with ASD are affected in their ability to:

• interpret social behaviour which in turn affects their ability to interact with others;

• understand and use verbal and non verbal communication;

• think and behave flexibly.

Education

• Education aims to ‘minimise’ (not cure) the effects of ASD on learning.

• Teaching approaches should be child centered, not method centered.

Social behaviourChildren with ASD may: • find social cues difficult to read;• appear socially insensitive / uninterested;• have difficulty maintaining social interactions

and turn taking;• have difficulty understanding other points of

view;• focus on their own obsessions.

Social understanding

Turn taking

Obsessions

Verbal & non-verbal communication

Children with ASD may:• not understand tones of voice;• not understand non-verbal behaviours; • not be able to use non-verbal behaviours;• cause offence without being aware;• monopolise interactions;• take things literally;• not understand implied meaning.

Non-verbal communication

Picture Exchange Communication System (PECS)

Other visuals

Taking things literally

Pull your socks up! I can play the piano by ear!

lower right E

lower right D

lower right C lower right B

lower right A

A B C

D

E

Flexible thinking and behaviour

Children with ASD may:• follow rules rigidly; • not have the skills to be able to ask for help or

clarification;• have difficulty prioritising and choosing;• have difficulty with organisation of self and

materials;• have difficulty in seeing connections and

generalising skills;• be sensitive to change.

Timetables

Organisation of self & materials

Seeing connections & generalising skills

Sequencing

I was sensitive to change. I was terrified of it because change leapt into the unknown and I could not get my head around what the unknown was.

Nita Jackson