Management of personal hygiene is a very important skill for all children to learn in order to grow and develop independence. Daily Activities as Part of a Routine As a teacher of children with autism, personal hygiene tasks are a high priority on the school daily timetable. Dedicating time to personal Read more…
The concept of ‘like’ and ‘don’t like’ Like any abstract theme, the concept of ‘like’ and ‘don’t like’ can sometimes be challenging for children with autism to understand. Therefore, it is important to ensure a child really understands what it means to ‘like’ something. A successful strategy is to model Read more…
A ‘finger space’ Remembering to leave a space between words when writing can sometimes be tricky for children to remember. A visual support can often help to remind a child to leave a space between words, if it is in their eye view, such as on their table. A visual Read more…
Generalising learning It can sometimes be easy to overlook that not every child knows what to do with certain objects or toys. Children with autism find generalising learning difficult and therefore, if they learn how to do something in one context, this does not necessarily mean they will then know Read more…
Preparing children for an upcoming event New or unfamiliar experiences can be daunting for anyone. This is exceptionally true for a child with autism, who has difficulty predicting what could happen next and generalising knowledge and experiences. Going to a new place can therefore be scary and provoke a Read more…
Visual lesson schedules For children with autism, it can be hard to predict what will happen next. Often without realising, teachers can under prepare their students by not informing them of what will take place in an activity or lesson, in a way the child can understand. This can lead Read more…
Understanding whose turn it is Autistic children can find it difficult to predict what will or could happen next. It can therefore be challenging to understand who will be chosen to have a turn during a group or class activity. This can lead to anxious or ‘disruptive’ behaviour (such as Read more…
Personalised learning It can be challenging to engage any child if they are not interested. It can be even harder to engage children with autism if they are not motivated. A child must want to take part in a teaching activity otherwise it will be difficult to engage and keep Read more…
Emotional regulation In order to be ready to learn, children must be regulated and have their physical, sensory and emotional needs met. Let’s face it, a child is not going to learn anything if they are, for example: Over stimulated Under stimulated Very tired/hungry/thirsty Need the toilet If a child Read more…
From left to right: Myself – Steph Reed, Jarymke Malijaars (Ku Leuven), Pat Quigley (The Garden Head of School) and Beth Junor (Specialist ASD Speech and Language Therapist). I was very grateful to attend the ComFor training held at The Garden School in January. The ComFor assessment is a tool used Read more…