Since completing the course I have been looking at other resources . I have added some great picture books, links and clips to the Helpful link tab . I have also been contributing to POND.
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FRIENDSHIP
• Friendship • Special Interests • Talents & Interests
1. Physical ASD child goes to the playground to find information- drains, insects .... 2. Wanting to have friends - ( 6,7-8yr old) recognised wanting to do things with others but not able to e.g wants to talk about insects but they don't - they are talking about "rubbishy" things to the ASD child. difference starting to show . WAYS of dealing with it - INTERNALISING - child begins to self doubt- I am unwanted ... I don't get other kids, I don't get invited to birthday parties , i am rejected , intimidated, bullied, teased ...leads to depression, low self esteem . - creates an alternative , imaginative world and withdraws in to that EXTERNALISATION - arrogance , inflated self esteem which is antagonistic to others as they are critical and judgemental - imitation , see them as the solution by imitating, camouflage the social confusion 3. Having Friends - FUNCTIONAL FRIENDS found similar, like minded friends e.g Pokemon cards... point of contact is to exchange information. 4. LONELINESS- when everyone looks through you and past you, highschool the worst 5. Finding a Partner LEVELS of FRIENDSHIP-Level 1 3-6 yrs - a friend shares and takes turns , sits beside me .. momentary friends An ASD child is often 2-3 yrs behind their peer group How to help: Will relate to adults - an adult needs to observe what the peers are doing , and teach them the games etc in child speak ( not adult speak) turn taking. e.g jigsaw, you do a piece, he does a piece - you make mistakes and ask the child to help. Video the child's peers e.g. in hide and seek, X box. Get the ASD child to identify when -where it is the right time to join in. "Rent a friend," someone who will help and adjust to help the ASD child. Social Stories to help others understand the child . Carol Gray's Sixth Sense ( the Social sense) or her Social stories . First stories need to be successful ones How a FITBIT can help . Having trouble saving last blog so will carry on here
• Cognitive Abilities Continued • Sensory Sensitivity • Challenging Behaviour REFLECTIONS Weak Central Coherence
Numbers by David LeBlond I like numbers They just add and subtract They don’t hurt your feelings Or overreact You can count on numbers To make things work out There’s no second guessing No worry, no doubt Numbers are my respite My port in the storm When the world is cruel and cold They are safe and warm Now they are not much to look at (although 8 is not bad) they don’t make you love them or make you be sad one thing about numbers that won’t be denied they play by the rules -you cannot hide if you make a mistake or forget where you’re at they just won’t forgive you ….we need people for that ONE TRACK MIND- needs to complete a task before moving on to the next one
Lesson 1 - introductory Includes • What is ASD • DSM- 5 • Girls & Women with ASD Approx 35 min Lesson What I discovered- it makes sense, all my hunches and experiences. AHA moment , the girls with ASD and how many become reclusive, compliant in school, model behaviour , are fixated on something e.g. horses, cats, have imaginary friends ..... yes I have seen it before , new there was something different but could't put my finger on it . In the current school climate, many schools have introduced co-teaching ( also called an MLE – Modern Learning Environment, or ILE –Innovative Learning Environment ) where there are 50-60 children with 2 teachers. What are your thoughts on this ?
If your child has been in this co-teaching situation could you tell me what has been the best things done for him/her and what has been worst for him/her?
What support would you want in order to have success for your child in the situation ? ( ref Q 9)
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MargMy blog and journey re children on the spectrum within schools , in particularly in a co-teaching class Archives
April 2017
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