ASC in mainstream education Flashcards
What is ASC?
a neurodevelopmental disorder with genetic origins
where an individuals has abnormalities in
- social interaction and communication
- repetitive and restricted behaviours and interests
What does the DSM-5 say about symptoms?
symptoms cause clinically significant impairment in social and occupational areas of functioning
symptoms present in early development (but can appear in later life)
very broad spectrum which is highlighted by three levels
What might level 1 autism look like?
independence limited due to poor planning and organisation skills
inflexible behaviour
average to high IQ
have good comprehension so can reason about change if they have warning
obsessive and odd interests
lack facial and vocal tones
like predictability
lack imagination
no appreciation for the listener
What does level 2 autism look like?
marked deficits in communication
without support social impairment noticeable
restricted/frequent behaviour noticeable to observer
some level of learning disability
What does level 3 autism look like?
Language absent/minimal - may repeat from TV/people
Function at toddler level
co-morbid intellectual difficulties - IQ round 70
completely dependent on carer
30% still minimally verbal at school age
must stick to routine
severe meltdowns - aggression, crying, screaming, self-injury
What did Asperger (1944) call level 1 autistic children?
Little professors
may be distant in social contact
but seek people out and are socially motivated
just have difficulties socialising appropriately and making/maintaining relationships
How many ASC children in mainstream school?
over 32,500
Inclusion vs integration
Inclusion
- placed in mainstream school with no additional support and expected to adapt
Integration
- adaption of educational provisions according to the child’s needs
What is mainstream school like for ASC children?
due to obvious differences and difficulties and experiences, view disorder very negatively
- ‘like i have a bad brain’
heighten anxiety and stress
- ‘I’m upset every second, every second I have tears in my eyes’
Role of SENCO in inclusion
to promote, facilitate and support staff in ensuring the fullest possible inclusion of children and young people
three different waves to help
1 = strategies believed to support all children
2 = short-term measurable interventions
3= further personalised support for specific children
what is a classroom like for those with ASC?
noisy and distracting
painful for some
more difficulties = more withdrawn means they do less well academically
Denis and Carlo (2013)
two of the most crucial elements of the classroom are:
- materials used
- arrangement of the classroom
need: quiet areas multi-sensory queues one-on-one centres predictable daily schedule and routines make classroom rules noticeable and discuss frequently
Baron-Cohen (2003)
People with autism are like salt-water fish, fine in the right environment
when person + environment match they thrive
when person + environment clash they seem disabled
Humphrey (2008)
inclusion of ASC students helps others
- abstract, complex subjects can be made more accessible by bringing them to a concrete level
possible to harness individuals special interests and use them as a learning tool
