Advice For Teaching High Functioning People with Autism :: Autism Learning Disabilities Education Essays

Advice For Teaching High Functioning People with AutismThis composition was reprinted with permission of Susan Moreno on the O.A.S.I.S. (Online Aspergers Syndrome Information and Support)1. People with autism have trouble with organisational skills, regardless of their intelligence and/or age. Even a straight A schoolchild with autism who has a photographic memory tummy be incompetent of recall to bring a pencil to class or of remembering a deadline or an assignment. In such cases, aid should be provided in the least restrictive way possible. Strategies could include having the student countersink a picture of a pencil on the cover of his none rule book or maintaining a listof assignments to be completed at home. Always praise the student when he remembers something he has previously forgotten. Never denigrate or brood at him when he fails. A lecture on the subject willing not only NOT overhaul, it will often make the chore worse. He may begin to believe he can not remem ber to do or bring these things. These students seem to have any the neatest or the messiest desks or lockers in the school. The one with the messiest desk will need your help in frequent cleanups of the desk or locker so that he can find things. Simply remember that he is in all probability not making a conscious choice to be messy. He is most in all probability incapable of this organizational task without specific training. Attempt to train him in organizational skills using small, specific steps. 2. People with autism have problems with abstract and abstract thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues, such as drawings or written words, to augment the abstract idea. neutralise asking slow questions such as, Why did you do that? Instead, say, I did not like it when you slammed your book down when I said it was time for gym. Next time put the book down gently, and tell me that you are angry. Were you showing me that you did not need to go to gym, or that you did not want to stop reading? Avoid asking essay-type questions. Be as concrete as possible in all your interactions with these students. 3. An increase in unusual or difficult behaviors probably indicates an increase in stress. Sometimes stress is caused by feeling a loss of control.