Autism and What do I do?
Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them.
It is a spectrum condition, which means that, while all people with autism share certain difficulties, their condition will affect them in different ways. Some people with autism are able to live relatively independent lives but others may have accompanying learning disabilities and need a lifetime of specialist support. People with autism may also experience over- or under-sensitivity to sounds, touch, tastes, smells, light or colours.
Developing Individual Learning Programme for Autistic Children
This article is the story of our son and experiences that we have every day about Autism. He is now 10 years, non-verbal boy.
My son is 7 years (June, 2010) autistic diagnosed first at the age of 3. The process began with early intervention - interviews and sessions one after another with speech and language therapist. The hospital then said, " Now it is in the hands of the educational system and the medical science cannot do anything more". We asked the local council for a place in the special school, known to be the best in the area, but were told that it is not as easy to get in one. They will first provision him in the main-stream school. So he ended up in the mainstream school. The mainstream school was good, teachers very approachable; but lack in experience and facilities. Indeed, some of the things the special needs teacher did for him was remarkable. After 2.5 years in the mainstream, we were given option to consider for a special school. This was the same school that we have initially asked for. So we were delighted.
Building Communication and Imagination Learning Activities
In the article Developing Individual Learning Programme for Autistic Children, we have established the mode of communication with the child and now we will grow up on that mode to gradually enhance the communication and promote learning as per curriculum requirements
Special needs curriculum objective
Pupils combine two key ideas or concepts. They combine single words, signs or symbols to communicate meaning to a range of listeners, for example, ‘Mummy gone’ or ‘more drink’. They make attempts to repair misunderstandings without changing the words used, for example, by repeating a word with a different intonation or facial expression. Pupils use a vocabulary of over 50 words
Adapted curriculum objective
Pupil uses combination of PECS, speech, pointing or any other mode of communication to communicate the concept to an adult. Encourage pupil to maybe use a picture and a word to communicate at least two words for a concept. E.g. speak 'car' and show picture of 'shop' implies that pupil wants to go to the shop in the car.