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VISUAL SUPPORT FROM THE SCHOOL THAT TOUCH ME stars

Description: Visual support aimed at clarifying which school corresponds to the students with autism enrolled in a combined modality prepared by the CPEE_Latores within the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of the students with autism enrolled in combined modality. This visual support, in particular, was used by the families of the participating students to explain to their sons or daughters which school they had to attend as a function of the day of the week and for this they were advised by an itinerant teacher of the specific school that was moved to the ordinary center to such work.

VISUAL SUPPORT PREDICTIBILITY TO EAT stars

Visual support aimed at clarifying what food to eat to facilitate predictability in students with autism and food selectivity prepared by the CPEE_Latores within the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of the students with autism enrolled in combined education. This visual support, in particular, was used in the canteen of the ordinary center of the student to whom it was addressed and put into practice with the help of an itinerant teacher from the specific school who traveled to the ordinary center in advisory work.

VISUAL SUPPORT TO GO TO THE BATHROOM stars

Visual support aimed at clarifying the steps to follow to go to the bathroom (task analysis) prepared by the CPEE_Latores within the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of the students with autism enrolled in combined education. This visual support, in particular, was used in the environment of the ordinary classroom of the student that was directed and put into practice with the help of an itinerant teacher from the specific school who moved to the ordinary center in advisory work.

TABLET OF SEQUENCING OF ACTIVITIES stars

Visual support aimed at clarifying what activities are going to happen or what has to be done in different environments (work table, playground etc.), facilitating the predictability for students with autism. It was prepared by the CPEE_Latores within the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of the students with autism enrolled in combined education. This visual support, in particular, is used in the environment of the ordinary classroom of the student body to which it was addressed and put into practice with the help of an itinerant teacher from the specific school who traveled to the ordinary center in advisory work.

VISUAL SUPPORT PRINCIPLE AND END OF ACTIVITY

Visual support aimed at clarifying the beginning, the closeness of the end and the end of an activity prepared by the CPEE_Latores within the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of the students with autism enrolled in combined education. This visual support, in particular, is used in the environment of the ordinary classroom of the student body to which it was addressed and put into practice with the help of an itinerant teacher from the specific school who traveled to the ordinary center in advisory work.

VISUAL SUPPORT CALCULATION stars

Visual support aimed at clarifying the concepts of the calculation prepared by the CPEE_Latores within the CREEME Project (Resource Center for Special Education and other Specific Measures). This project consisted in the conversion of the specific center into a resource center for the ordinary reference schools of the students with autism enrolled in combined education. This visual support, in particular, is used in the environment of the ordinary classroom of the student body to which it was addressed and put into practice with the help of an itinerant teacher from the specific school who traveled to the ordinary center in advisory work.

technical de-escalation

De-escalation ideas The following ideas are all ones that have worked with different children in the centre. Examples will be direct ones used. Alternative choices – e.g. Child ”I don’t want to read!” Adult “ which book would you like? This one or this one?” Give a choice then time to process it. Will say I will come back /talk to you in 5 / 10 minutes and then stick to this unless the child comes back to me with a positive, calm response. Often they will talk themselves around as long as you stop talking to them. Alternative ways to engage in a lesson 1– e.g. I doodle a lot to help me concentrate so try and to recognise those sorts of needs in the children. Expecting a child to sit and engage in group activities, especially when that means self-regulating, can be too hard (i.e. circle times/ morning…

Transferring self-help skill to the wider community

The children are taken out every Wednesday to visit a local café where they can learn how to order and pay for food. Good practices (G.P) 1 & 2 were when the children were encouraged to walk by themselves in a careful controlled manner on streets where it was safe to do so (1) and shown how to cross the road safely. G.P .3 -was seen in the close relationship the school had built up with a local café, allowing this trip to go smoothly. G.P. 4 - the school made a specialised menu using symbols recognised and used by the children to help them make the link to a general menu outside school. G.P. 5 – the children had either PECS folders or iPads with their communication symbols with them so they could relay their needs at any given time. G.P. 6- The children were able to spend some…

We are united by the environment; S.O.S Nature - worked together on project activities with children with autism, down syndrome, paralysis

During our work, our ‘good practice’ in autism education showed the relation between: ‘quality first’ classroom and school practice; ( generally, including school policies, staff, leadership, classroom practice, and approaches to learning, and represents the bulk of educational practice) specialist approaches that are relevant for working with many pupils with SEN and their families; (reflects more specialist support for children with special educational needs generally (e.g., support for families, which is particularly critical because families of children with SEN are a vulnerable population). highly specialist approaches that might be required specifically for pupils with autism. (refers to highly specialist approaches to education (e.g., augmentative communication approaches). OUR RULES WHEN WORK WITH AUTISTSWe reduce anxiety:we modulate the stimulationwe set clear expectations;We organize the workspace.

Use of hearing aid (FM) equipment for individual and group work with children from the autist spectrum - PS Bratya Miladinovi, Burgas, Bulgaria

The FM systems, while originally developed as a communication means for children with impaired hearing, have proven effective for many other conditions – learning difficulties, attention deficit hyperactivity disorder, developmental dysphasia and autism. The use of FM systems in group and individual work contributes for the development of speech and language skills /one of the essential deficits among children from the autism spectrum/, as well as for concentration of attention and improved engagement with the study process. The FM systems enhance therapist’s/tutor’s voice as opposed to general background noise level and deliver the desired information to the child in it’s original state, unaffected by surrounding distractions. With the system’s help, children visibly pay more attention, stay calmer and learn more. For some children from the autism spectrum, processing of information, mainly visual and auditory, is inhibited. Full integration of visually and aurally percepted stimuli and extraction of the essence is…

Autistic Family Education

Name of Good Practice: Autism Family Education Tags: Family education, autism, cohesion student, bep Good Practice Description: Figen Bedel-Ayten Çiftci You do not have to make a very detailed explanation. These explanations will be made in the following sections. We just write a paragraph summary stating what you intend to do with this application. The area where autistic students were communicating with schools was scanned, interviews were held with teachers of parents and autistic students. The mother education program was prepared, the need analysis forms were distributed and the necessary issues were identified. Family education was prepared as 14 session. Participants in the sessions included special education teachers, guide teachers, academics, educative mothers who had been educated with autistic mothers. Sessions were enriched with social activities and social sharing. Group dynamics, sharing, solidarity, communication, sincerity were held on the front and developed. Thanks to the education, positive effects and progress have been seen in the views and acceptance of families with autistic children. Progress has been made in communication, quality time span, activities that can be done, and awareness of autism. During the work, children participated in every session and activity with the parents, and their families were admitted and normalized. At the end of the work, the sharing and solidarity of the families with each other ...

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