- Good Practices
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 AUTISTS
We reduce anxiety:
we modulate the stimulation
we set clear expectations;
We organize the workspace.
- Pupil well-being, Independent/life skills, Social communication
- Students age range:
- 12, 13, 14
- Curriculum area:
- Year period:
- All year long
- Step by step description, including actions to be developed for preparation and implementation:
- Violation of social relationships Disorders of speech and language Repetitive, stereotypical actions 1.Slowly movements, slower talk, more breaks; 2.Reducing all physical touches that are unnecessary (increase over the time); 3.Giving a signal /sign before touching; 4.Playing / learning in a quiet place; 5.Show good examples rather than a quick game; 6.Discover what they like.; 7. If you are able to use carpets or soft furniture trim to reduce noise echoes 8. Avoiding high luminous surfaces and fluorescent lighting, simple wall and floor coatings; 9. Do not change shades of deodorants, perfumes and fragrances sharply 10. At the beginning of our work to wear a plain hairstyle. What we don’t do 1.We do not interrupt the child / pupil abruptly when dealing with a pleasant activity in order not to cause an affect or strong emotions; 2.We do not give incomprehensible instructions; 3.We do not talk with complicated sentences. How do we train? 1.We show and not only explain; 2.We train using games; 3.We find what they like; 4.We give more time 5.We use short and clear sentences. Children with autism have difficulties with eating In a large percentage of cases, our pupils from the Autistic Spectrum are also experiencied in language-speaking disorders.
- Resources to be used, including human resources, materials and spaces:
- Comenious Projects: We are united by the environment; S.O.S Nature
- Difficulties found while implementing it:
- The official webpage for the good practice:
- Please enter the URL for the good practice at your school or any other internet place. If you don’t have a specific URL for your practice, then enter the URL of your school.