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Pre-seminar discussion
Author : System, 2 Oct 2004 14:35
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Inclusion
Author : Kris mayer, 4 Oct 2004 9:54
With the government encouraging the inclusion of all children with special needs wherever possible,what steps can parents take to:-
a)Ensure that their children are valued and
b)Ensure that they are fully included in every aspect of mainstrem life? |
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Inclusion
Author : rita jordan, 4 Oct 2004 11:51
I suppose the extent to which parents have a role to play in including the child in a school is one good indicator of how genuinely inclusive the school is. I (and others) have written about the factors parents should look for in choosing an appropriate school but there are some specific things to be alert to
* having an LSA or TA permanently shadowing a child is liable to work against inclusion (Jordan & Powell, 1994). Try to make sure the LSA or TA is trained and is used most effectively to support interaction with peers and relationships with the teachers rather than supplant them
* Make sure the child has the skills (or someone is teaching him the skills) necessary to integrate with others and do not expect the child just to be able to mix without that training and support
* help staff be aware that it is easier for the child to share and be with others for things with which s/he is familiar - likely to be academic tasks - rather than unstructured times such as play times
*make sure staff know about 'buddy' schemes and/or 'circles of friends' and ask specifically that such schemes be considered - not waiting for things to go wrong before putting something in place
Above all remember it is better for the child to have a short successful experience than a prolonged unsuccessful one. It is also better for the child to have specialist help early to help prepare for inclusion than be thrown into inclusion, only to fail and be excluded.
Rita
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The pupils behaviour at home and school / Jekyll and Hyde behaviour.
Author : Helen Lodge., 4 Oct 2004 11:06
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The pupils behaviour at home and school / Jekyll and Hyde behaviour.
Author : Helen Lodge., 4 Oct 2004 11:06
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Breaking the Habit
Author : Jane Fereday, 4 Oct 2004 11:16
Should we encourage our children to break their ritualistic habits? |
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anxiety in Asperger pupils
Author : cath farr, 4 Oct 2004 11:43
I have a couple of pupils who suffer with
anxiety attacks. Can you suggest any strategies? |
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Violence or aggression.
Author : Maria, 4 Oct 2004 16:19
When I read the report of the Autism ymrus conference in Cardiff I was particularly struck by one of your observations: that, when we call violent behaviour aggressive, we handle it in the wrong way.
I could not agree more. My daughter, now 40, was diagnosed with AS when she was 31 years old. I brought her up without her father - he walked out on us when she was 6, because he could not cope - and turned her into a reasonably useful and independent person. She went into residential accommodation when she was 21 and did so well that she was encouraged to move into a warden assisted flat when she was 30. Although physically able to cope she could not do so mentally, and fell under the spell of the warden, who sexually exploited her for a period of time, until she had a breakdown and went for him with a knife. Since then she has been going downhill,
All this took place in Bristol, and I live in Surrey. I am also physically severely disabled. This means that I have always been able to support her by listening and talking, but rarely by doing things for her.
I did manage to get her into a wonderful home in Torquay 4 years ago. Unfortunately this home was taken over by INSCAPE, a charity, supposed to care for people like her. However, if one looks beneath the surface, they want to be in absolute control and achieve this by suppressing any independence clients might have. In my
daughter's case this was achieved by telling her what to do, without ever explaining why. When she displayed "inappropriate" behaviour, her freedom was curbed. Nobody admonished her, so she tried to go further and further - until she was not allowed to go out, or into the kitchen etc, without 2 carers being present.
I tried to explain on different occasions how I had been able to bring her up - without her violent side erupting. I have always found her open to reasoning and persuasion. The answer was always that they could not do that. When her behaviour was described, it was always exaggerated. This is where the word "aggression" frequently cropped up. It
got so bad, that she was sectioned under Section 3 of the Mental Health Act. That meant that her father, by reason of his age, is her nearest relative! Considering my concern for her, which went so far as to suggest moving her to a different home, where her treatment could be improved and she could be more involved in activities she enjoyed, and not be bored out of her mind, the home, (now a mental hospital) and her phychiatrist found this exclusion not enough and told me not to talk to her, and later also told her not to talk to me. Considering we have always been very close, this seemed cruel and not at all in her interest.
She is now subdued, tries to do as she is told, does not talk to many people and keeps to herself. And does nothing!
It seems such a waste of a life. It also seems that I have wasted my life, by bringing her up as a reasonable being, and now seeing her being totally useless.
I am afraid this has turned out to be far too long. But the story is much, much longer! I feel that I am failing both of us, if I give up the struggle for her independence now. However, considering she does need some support to maintain her independence, and there does not seem to be anybody prepared to take on that role - am I being unfair to both of us?
I wonder, in your vast experience, have you come up against a similar case, and have you, or somebody else, come up with an answer? I should be most grateful for some feedback.
Gratefully,
Maria. |
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ASD and inclusion
Author : Joanna Mitchell, 4 Oct 2004 17:53
I have a four year old son who has a diagnosis of ASD, he was due to start school in September. He also has significant fine and gross motor difficulties and I am currently going to tribunal to try to secure him specialist early intervention in an independent special school. The LEA want to send my son to a mainstream school with 20 hours 1:1 support from a LSA with no experience in autism, they have also stated that he will receive no direct input from an OT, but someone will advise the school staff. Alfie, my son, has become more withdrawn, is quick to opt out and is becoming more unwilling to try anything new. He has extremely limited mark making skills and tends to destroy his work. Please help. I would really appreciate any advice you can give me. |
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Classroom Architecture
Author : Jeff Hemlin, 4 Oct 2004 18:45
My son William is a very socialable, I would say intermediate functioning autistic boy. We have started a new school in an overlapping neighbourhood - where he has a few of his old classmates but mostly new. The demographics seem skewed as his class has 22 boys and 6 girls in it.
The teacher has said such things as "regular students" when we discuss William's place in class - for which I admonished him and put him on notice that we will not accept to continue. I think he understands that I am a formidable advocate.
One of the things I have noticed in class that I may or may not push is the physical lay out of the room - that is tables etc. William is placed on the outside row near the door and his other work desk is also beside the door, where he works facing away from the class. I have read some of your replies and wonder if I should push for him to be more integrated (in previous years his seat was more in the middle of the room, while his work station was either along a wall or near an outlet for his computer.
He is obviously falling farther and farther behind his classmates academically - he's in grade 4 but probably still working at a grade 1-2 level. The issue that seems to arise is disruptive behaviour, but I see this behaviour as lessening when he is included more in class. What do you think?
Jeff |
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Training for teachers and LSAs in Special Schools
Author : Margaret Collins, 4 Oct 2004 20:42
Please, would you give your views on what training would be appropriate (and necessary?) for the class teacher and LSAs in a SLD school where two thirds of the pupils have an ASD. In my son's class there are 8 children: 7 boys all ASD and one girl (not ASD).
Also how should the parents be included in training and everything else (so that consistency is used). My son has just turned 5. Thankyou. (Please assume they haven't had much or any relevant training when replying.) |
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advice please
Author : emma williamson, 5 Oct 2004 1:10
my 6 yo katie is a beautiful child,i fought for mainstream and after having to visit various special schools got her in...she is very happy at school generally and is trying very hard to write her own name....shes far behind her peers but parents have told me they feel there own children benefit from having katie in thier class.... compared to alot of other people were quite lucky however i do have problems getting the balance right, im now a single parent i have an older child and i work full time, obviously i want imput into my kids education(moreso katie) but if i question anything the school is doing they just bombard me with homework for her! my eldest has 2 sets of homework a week plus spellings and reading katie has 2 sets plus a book that we change to suite eg adding money....we try to identify money instead.plus all the usual cubs boxing dancing etc, when i asked about her new classroom setting this term ie her workstation,time spent incuded with class etc we ended up with 4 times the homework! plus katie isnt very good at lining up un the morning so i tend to drop her a couple of minutes later to prevent the distress caused by forcing her to line up, they sent me a warning letter about lateness(were not late wre sat in the car!)they wont let me drop her early as thier not insured...so what am i supposed to do? my feeling is that its tit for tat....im not asking to critisise i just want to know what her school day consists of! katie is moderate autistic,mainly learned phrases |
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National Autism Care Plan/NIASA
Author : Margaret Collins, 5 Oct 2004 2:21
Dear Professor Jordan, Do the core members of the NIASA team still have any formal role in trying to get the NIASA report implemented? Next to nothing is happening where we live, although there is a committee looking into it (!) but I have been told by both education and health that there will be no new money to do anything, and of course that means nothing effective will happen. No offering of key worker on diagnosis, no early intervention programme. Are there plans to give any of the NIASA recommendations statutory teeth? |
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autism and communication disorder
Author : Kathy Coleman, 5 Oct 2004 18:18
Dear Professor Jordan, My son is high-functioning autistic and 16 years old. I just discovered my son has a severe auditory processing problem, in fact hes been compensating all of his life. They suggested Linda Mood Bell. He also has a communication disorder, sometimes the words do not some out correctly. Can this disorder get any better and does it have something to do with his auitory processing problem? What do you suggest for helping him with his education? Hes a sophomore in high school, in all regular classes with an IEP and resource room for one on one. Hes been on the honor role on his own for the past 3 years. Unfortunately he has not passed his ISTEPS yet, but he is close. When people meet him, they do not even know he is autistic. I did a year and a half of secretin injections and it saved his life. Hes doing so much better than other teens with the same disability. Thank you for your help.
K.C. |
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Autism and tics
Author : Gaye Sherman, 5 Oct 2004 21:19
Can you give me suggestions or resources on supporting autistic individuals with tics? |
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BEHAVIOR CHANGES
Author : Arnulfo, 5 Oct 2004 22:56
Pfsr Rita, I have a 5 and a half autistic child.. he is being in thearapy since he was 2 yrs old... all the way he is been a very peaceful child, with no agression or signs of trying to auto harm himself...
One year and a half ago, we had a new child, a baby boy whom we have work in introducing him to my oldest (autistic)kids life..... so far so good... until one month ago, when he seems to found out that his brother cry stimulates him, and now he is always trying to push him so to hear him cry.... that is so, that he even adopted that attitude at school....
This is making us very worried because we don t know how to handle it, and second we don t want his classmates to hate him because he is agressive... so far all of his classmates loved him very much and I don t want that to change...
What do you suggest to stop this behavior...???
Arnulfo |
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