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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 ...

Matching Colors

It is a fun activity to apply when the level of readiness is adjusted. The student tells the ponpon which he picks up and accumulates it in the appropriate section. When one cheering is finished, the other cheerleader goes through the same process.

Colorful fish

The students are asked to place colored fish in the color scale appropriate to the color scale. Students do this by coloring, grooming hand eye coordination develops fine muscle development, depending on the level of the student can be added to the color scale.

Developing personal autonomy

It is important to teach the children with autism the life skills to provide an independent life. Before starting self-service skills teaching program you need to determine whether the basic behaviors needed to help the child learn each skill and the necessary steps are acquired or must be taught. When setting goals, we must also take into account the average age at which typical developmental children manage to learn certain abilities. By the age of 6, a typical child should have acquired the majority of self-service skills, but each skill falls within a fairly wide chronological range, with environmental factors influencing the moment a child learns a particular ability.

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