for Teaching Children with Nneka C. Fabe Bachelor in Elementary Education Major in Special Education Xavier University – Ateneo de Cagayan
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for Teaching Children
with
Nneka C. FabeBachelor in Elementary Education Major in Special Education
Xavier University – Ateneo de Cagayan
Brief Introduction to Autism
Prevalence
Tips for teaching children
with autism
BRIEF INTRODUCTION
TO AUTISM
is a neurological disorder (a "brain" disease) characterized by the presence of severe communication, language and social deficits in affected persons.
According to Erlinda Borromeo, Autism Speaks Foundation president, one (1) in 68 children worldwide has autism. The figure is way above the .5 cases in every 1,000 children in the 1980s and one in 110 children in 2008.
In the Philippines, estimated cases of autism rose from 500,000 in 2008 to one million people at present.
for Teaching Children with
Always keep your language simple and concrete - Get your point
across in as few words as
possible.
Teach specific social rules/skills -such as turn-taking and social
distance.
Give fewer choices - If a child is asked to
pick a color, say red, only give him two to
three choices to pick from. The more
choices, the more confused an autistic child will become.
Give very clear choices and try not to leave choices open ended - You’re bound to get a better result by
asking “Do you want to read or draw?” than by asking “What do you want to do now?”
Repeat instructions and checking understanding–Using short sentences to ensure clarity of instructions.
Providing a very clear structure and a set daily routine including time for play.
Providing warning of any impending change of routine, or switch of activity
– this will avoid the child to tantrums
Addressing the pupil individually at all times - For example, the pupil may not realize that an instruction given to the whole class also includes him/her. Calling the pupil’s name and saying “I need you to listen to this as this is something for you to do” can sometimes work; other times the pupil will need to be addressed individually.
Avoid overstimulation-Minimizing/removal of distracters, or providing access to an individual work area or booth, when a task involving concentration is set. Colorful wall displays can be distracting for some pupils, others may find noise very difficult to cope with.
Allowing the pupil to avoid certain activities (such as sports and games) which s/he may not understand or like; and supporting the pupil in open-ended and group tasks.
Allowing some access to obsessive behavior as a reward for positive efforts.
THANK YOU
RESOURCES http://www.philstar.com/headlines/2014/04/10/1310840/number-people-autism-increasing
http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-autism-spectrum-disorders
https://www.mentalhelp.net/articles/introduction-to-autism/
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