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Ensuring Student SuccessHow can parents and learning managers work together to ensure success for students with ASD?

+Dimensions of Learning 4: Use Knowledge MeaningfullyHelp students develop complex reasoning processes through investigation.Investigation types:Historical Definitional ProjectiveProvide students with graphic organisers to help them understand and use the process of investigation

+Graphic Organiser:Concept / ScenarioHow can parents and learning managers work together to ensure success for students with ASD?Known or Agreed Upon:Confusions or Contradictions:Resolution:+ASD Characteristics: Autism Spectrum Disorder (ASD) is a lifelong developmental disability that affects the way an individual relates to their environment and the way they interact with others (Ashman & Elkins, 2002, p. 125).Trouble communicating as they have difficulties understanding othersLimited or no eye contact Difficulty expressing themselvesSocial awkwardness

+ASD Characteristics: May become aggressive, self-injurious or ignore others and their surroundingFrustration or pain when exposed to certain sensory factorsIntense or odd interests in unusual topics or objects, unusual play Intense concentration or focus, especially on a preferred activity Repetitive behaviour Difficulty managing transitions, changes in routine, stress, frustration Uneven skill developmentUsually have developed skills of high levels in certain areas

+Case Study:

Tommy is a 7-year-old boy with autism. He is currently in Grade One and studying in the Mackay area. Tommy displays the following ASD characteristics throughout the school day:Difficulty communicating with his peers and frequently fails to respond when people speak to him. Never initiates conversations. Rarely makes eye contact with other individuals. Becomes upset and loses his temper throughout the school day due to a lack of ability to communicate his needs and wants.If interested in a subject, He will engage and achieve intended learning outcomes.+Primary Data: InterviewA parent and learning manager of a child diagnosed with ASD:Parent: "It is vital to have a close working relationship with the learning manager of your ASD student. They know their child better than anyone else and can help you understand why they do what they do and what triggers they may have, they can also give you their own tried and true strategies for calming them down and getting the best work possible from your student. Learning Manager: " It is also extremely important that the learning manager takes great care in fostering this parent relationship and being mindful of the way they present information in regards to the child, as parents of ASD children are very much aware of how 'full on' and 'time consuming' their child is."

+Graphic Organiser:Concept / Scenario:Known or Agreed Upon:Confusion1. Trouble communicating: Limited or no eye contact Difficulty expressing themselvesMay ignore others and their surrounding2. Social awkwardness 3. Behaviour: Can be aggressiveMay cause self-injurious or Frustration or pain when exposed to certain sensory factors4. Intense concentration or focus, especially with preferred subject matter5. Repetitive behaviour 6. Difficulty managing transitions, changes in routine, stress, frustration 7. Uneven skill development8. Usually have developed skills of high levels in certain areas+Confusions and Misconceptions: DiagnosisMyth: Autism is a mental health disorder.

Truth: Autism is a neurological disorder. Studies of the people with autism have revealed abnormalities in brain structure and neurotransmitter levels.

+Confusions and Misconceptions: BehavioursMyth: Individuals with autism are violent.

Truth: Though there have been recent news stories relating autism to violence, violent acts from autistic individuals usually arise from sensory overload or emotional distress, and it is unusual for individuals with autism to act violently out of malice or pose any danger to society.

+Confusions and Misconceptions: TreatmentMyth: Therapies and programs for individuals with autism work across the board.

Truth: There is a wide range of symptoms and behaviours associated with autism, as well as opinions on when treatment is required. Since each individual is different, treatments and therapies that may be beneficial and effective for one person may not be for another.

+Graphic Organiser:Concept / Scenario:ed Upon: Confusions or Contradictions:1. Autism is a psychological or emotional condition, False. It is a neurological disorder.2. Autism can be cured, false There is no known cause of most cases of autism. The best scientific evidence points to a combination of genetic & environmental influence. 3. Autistic suffers are violent people or perform violent acts, false. Violent acts by autistic students usually arise from sensory overload or emotional distress. 4. Violence is common, false. It is unusual for individuals with autism to act violently out of malice or pose any danger to society.5. All students with ASD exhibit the same characteristic and can be treated the same way, false. Each child is unique. Different treatments and therapies that may be beneficial and effective for one person may not be for another.6. Students with ASD can not learn or be taught, false. +Educational Setting: Integration - ASD are no longer placed in an isolated special setting.Schools and learning managers need to be informed of ASD and understand both the challenges and rewards.

Individualised Education Programs (IEP). Learning managers, parents, and school administrators need to work together to improve educational results for students with any disability (NCLD, 2013). Set clear expectations & boundaries. Be consistent. Develop structure. Practice & provide repetition to build understanding & skills. +Educational Setting:Visual supports for example transition timers, timetable schedules, subject cards, choice cards and emotion posters.Modifications to the curriculum. Classroom awarenessClassroom environment and assessment tasks cater for the individual learner enabling them to reach their full potential and meet their learning needs.

+Assessment:Adaptive / modified assessment tasks individualised so students are able to reach their full potential and meet their learning needsExplore a variety of assessment methods. Examples of classroom-based assessment methods that are used by learning managers on a regular basis to assess student learning include the following:ObservationsTeacher-designed tasksInterviews with the studentCriterion-referenced academic testsFunctional assessments

+Assessment:Using clear and unambiguous language to highlight what exactly is required of the students in both assessment tasks and rubrics.As some students have difficulties with multiple choice papers or handwriting, other options need to be taken into consideration for example the use of computers to type their answers. Inclusion of technology. Computer programs, applications and devices provide excellent resources curriculum and assessment opportunities.Assessment tasks that are based on and individuals interests and strengths will not only engage students with ASD in both assessment tasks and everyday classroom tasks but will also make the task seem authentic (ADCET).

+Tips for Parents:Tip # 1:Provide Structure:Consistence.Schedule.Reward good behaviour.Create home safety-zone.Tip # 2:Nonverbal ways to connect:Nonverbal cues.Figure out need behind tantrum.Make time for fun. Pay attention to your childs sensory sensitives.

+Tips for Parents:Tip # 3:Create a personalised ASD treatment plan:Strengths and weaknesses.Behaviour causing most problems.Important skills child is lacking e.g. communication.How does my child best learn?What does my child enjoy?

Therapies available:Behaviour therapy Play-based therapy Physical therapy Occupational therapyNutritional therapy+Graphic Organiser:Known or Agreed Upon:Confusions or Contradictions:Resolutions:1. Learning managers need a firm understanding of Autism Spectrum Disorder and the processes for reporting.2. Schools and learning managers need to have procedures in place to identify students with ASD.3. Communication between the family and learning managers / school is vital.4. Modified curriculum tasks. 5. The use of visual supports transition timers, timetable schedules, subject cards, choice cards, emotion posters.6. Depending on severity of the student, individualised education programs can be implemented to cater for their learning needs. 7. Assessment tasks depend on strengths (if students has difficulties with oral presentations, a different assessment task will be required) depending on levels of support.8. Base assessment tasks around their interests.+Ensuring Student Success:

Information surrounding ASD students clearly indicates their potential and abilities for success. Armed with the relevant, up to date information and strategies, parents and learning managers can work with ASD students to ensure their academic success within the educational setting.

+Completed graphic Organiser:Concept / ScenarioHow can parents and learning managers work together to ensure success for students with ASD?Known or Agreed UponConfusions or Contradictions:1. Trouble communicating: Limited or no eye contact Difficulty expressing themselvesMay ignore others and their surrounding2. Social awkwardness 3. Behaviour: Can be aggressiveMay cause self-injurious or Frustration or pain when exposed to certain sensory factors4. Intense concentration or focus, especially with preferred subject matter5. Repetitive behaviour 6. Difficulty managing transitions, changes in routine, stress, frustration 7. Uneven skill development8. Usually have developed skills of high levels in certain areas

1. Autism is a psychological or emotional condition, False. It is a neurological / biological disorder.2. Autism can be cured, false There is no known cause of most cases of autism. The best scientific evidence points to a combination of genetic & environmental influence. 3. Autistic suffers are violent people or perform violent acts, false. Violent acts by autistic students usually arise from sensory overload or emotional distress. 4. Violence is common, false. It is unusual for individuals with autism to act violently out of malice or pose any danger to society.5. All students with ASD exhibit the same characteristic and can be treated the same way, false. Each child is unique. Different treatments and therapies that may be beneficial and effective for one person may not be for another.6. Students with ASD can not learn or be taught, false.

Resolutions:1. Learning managers need a firm understanding of Autism Spectrum Disorder and the processes for reporting2. Schools and learning managers need to have procedures in place to identify students with ASD3. Communication between the family and learning managers / school is vital4. Modified curriculum tasks 5. The use of visual supports transition timers, timetable schedules, subject cards, choice cards, emotion posters6. Depending on severity of the student, individualised education programs can be implemented to cater for their learning needs 7. Assessment tasks depend on strengths (if students has difficulties with oral presentations, a different assessment task will be required) depending on levels of support8. Base assessment tasks around their interests

+Reference List:Ashman, A., & Elkins, J. (2002). Educating children with diverse abilities. French Forest, NSW: Pearson Education Australia.Australian Disability Clearinghouse on Education and Training (ADCET). Teaching and Assessment Strategies for Students with Aspergers Syndrome. Retrieved from: http://www.adcet.edu.au/View.aspx?id=4359 Cafiero, J. (May, 2008). Technology Supports for Individuals with Autism Spectrum Disorders. Retrieved from: http://www.cafierocommunications.com/articles/TIA508.pdfCanada Health. (2014). 5 Common Misconceptions aboutAutism. Retrieved from: http://o.canada.com/health/5-common-misconceptions-about-autismCohen, L., Manion, L., & Morrison, R. (2004). A Guide to Teaching Practice. London: Routledge Falmer.+Reference List:Department of Education, Training and Education (Queensland Government). (2014). Adjustments for students with an autism spectrum disorder. Retrieved from: http://education.qld.gov.au/staff/learning/diversity/educational/asd.htmlHarris, A. (2012). John Hopkins School of Education. Visual Supports for Students with Autism. Retrieved from: http://education.jhu.edu/PD/newhorizons/Journals/specialedjournal/HarrisHeick, T. (2013). Autism awareness month: 6 strategies for teaching students with autism. Retrieved from http://www.teachthought.com/teaching/autism-awareness-month-6-strategies-for-teaching-students-with-autism/ Hyde. M, Carpenter. L, Conway. R. 2010. Diversity, Inclusion and Engagement (Second Edition). Oxford University PressMarzano, R. (1992). A Different Kind of Classroom, Teaching with Dimensions of Learning. Alexandria: Association for Supervision and Curriculum Development.

+Reference List:Marzano, R., & Pickering, D. (1997). Dimensions of Learning. Denver: Mid-contient Regional Educational Laboratory.McMillan, J. (2004). Classroom Assessment, Principles and Practice for Effective Instruction. Boston: Pearson Education, Inc.NCLD Editorial Team. (2013). National Centre for Learning Disabilities. What is an IEP? Retrieved from: http://www.ncld.org/students-disabilities/iep-504-plan/what-is-iep#startOfPageNational Health Service (NHS). (2014). Autism Misconceptions. Retrieved from: http://www.nhs.uk/Livewell/Autism/Pages/Autismmythsandfacts.aspxPBS. (2013). Autism Myths and Misconceptions. Retrieved from: http://www.pbs.org/pov/neurotypical/autism-myths-and-misconceptions.php

+Reference List:Raising Children Network. (2013) Thinking and learning strengths in children with autism spectrum disorder. Retrieved from: http://raisingchildren.net.au/articles/autism_spectrum_disorder_learning_strengths.htmlSmith, M. W., Bhargava, H., Cassoobhoy, A., Nazario, B., & Hammam, K. (2014). Autism spectrum disorder health centre. Retrieved from http://www.webmd.com/brain/autism/understanding-autism-basics Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler. (2009). Psychology 'Applied to Teaching'. Milton, QLD: John Wiley & Sons Australia.Walker, H. (2011). iPad Update. Autism Spectrum Australia. Retrieved from: https://www.autismspectrum.org.au/sites/default/files/PDFuploads/iPad_0.pdfWinch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy 'Reading, Writing and Children's Literacture'. Sydney: Oxford University Press.

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