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A pupil with ASD - AS in a mainstream primary school in Warsaw

The practice is about an 11-year-old boy who manifests a series ASD - as symptoms (Autism Spectrum Disorder - Asperger syndrome), communication and attention deficits, impulsive behaviour, including aggressive. It is overbearing - it works on its own terms. The boy has difficulties with a calm end of the business, and he reacts with anger inadequate. He has difficulty in understanding and feeling different emotions, such as sadness, compassion, shame and guilt. In our school (one of the largest primary schools not only in Warsaw but also in Poland), such children usually attend so called integrated classes where in the classroom there is always an assistant who works with children with special educational needs. In addition, a child diagnosed with autism has a special assistant called a "shadow" (usually a psychologist). The child receives maximum support and assistance not only during lessons but also during breaks.

Job Shadowing to learn good practices with ASD students

The teaching practice observation is a deep and effective educational activity with long lasting effects. It enables and promotes the learning of different teaching practices in classrooms and schools and is a trustworthy way to contribute to teacher education.The teaching practice observation is one of the experimental practices that we have been doing in the CEFIRE of Valencia and that has had the best feedback and impact on teachers.One of the main goals is to create times where the teachers can be heard and enable them to share and reflect on different educational aspects. This promotes a dialogue between schools that can share their most successful educational practices. The teaching practice observation consists in spending time with an exert observing how he or she displays a lesson or an educational activity that is related with the work that is expected to be done. Having a teacher demonstrating a lesson and…

Development of a Community of Practice

COMMUNITY OF PRACTICES FOR THE TEACHER AND SPECIALISTS WORKING IN THE CLASSROOMS Etienne Wenger can be attributed the fact of coining the concept of Community of Practice (from here CoP), which he used together with Jane Lave (1991) in the book published Situated learning. Legitimate participation. This paper reflects the idea that learning implies participation in the community and that the acquisition of knowledge is considered a social process. In other words, for the first time, the concept of learning as a collective fact is highlighted in the face of the classical idea that limits it to an individual process. After these two publications have been many authors who have dared to define the concept of CoP. But it was again Wenger (1998) who in his book Communities of practice: Learning, meaning and identity (Cambridge University ...

Teaching students 8 – 13 years old who have been diagnosed with autism

Our school contributes to students with autistic spectrum disorder (ASD) by involving them in a group for resource support. The resource support includes not only the regular learning process and teachers according the educational program, but also specially assigned resource teacher, logopedist and psychologist. The students are 4 and are from 1st to 4th grade. All of them have speech impairment including inarticulation, inability to form words or syllables, heavily impaired verbal processing. All of them have intellectual challenges for their age group. Their educational program is individually assigned and consists of individual plans and teaching regimes.

Non-Submerged Ship

Name of the Practice: Summer Stem Activity "Labels: Stem - Stiffness - Strength - Durability Explanation about Good Practice: I do not write a paragraph explanation about the application. There are leftover materials such as milk box, cardboard, cigarette, the students are required to make a ship with these materials. The students are warned that the ship should not be drowned and put something on it, but it is required to be completely productive. Objective: What is the aim of the activity? One or a few of the following can be selected. Adoption of collective adaptation. The general feeling of well-being in the general sense. Increasing the level of the individual. Independent living skills. Academic skills. Social communication Age group of children: age group of children (eg 10-14) At the end of the year and at any stage during the course of the preparatory phase At the end of the course, the preparations to be carried out and the step-by-step instructions for the implementation of the exercises Milking boxes for students' tables , cardboard, cigarettes, rulers-pipets, etc. The students are required to make a ship with these materials.

School team for inclusion

In Canton Sarajevo - Bosnia and Herzegovina we have inclusion in regular schools since 2004, which is regulated by the Law on Primary Education. In addition to the law to date, no rules have been made for the implementation of inclusive education in regular schools, nor have any documents been made that facilitate the implementation of the inclusion of children with disabilities. No regular school has an employed defectologist and a special educator working with children with disabilities. Schools headed by a school menagement are forced to provide an assistant in the teaching of defectologists and enable quality inclusion in the school system. This is one of the ways we have decided to ease the work and give the child maximum help and support. We have appointed a school inclusion team that consists of: School principal Pedagog-psychologist school A teacher of a child with autism Assistant - help and support…

Teaching an 8-years old child who has been diagnosed with autism

The practice is about teaching a 8-year old child who has been diagnosed with autism. The teaching sessions are concerned with the subject Bulgarian language and literature. There are two sessions of 35 minutes each, every week, scheduled for Monday and Thursday. The teaching has been carried out for two school years now. In the beginning, the child was not used to me, the teacher, and the mother was present during the lessons, which was not necessary after some time and she did not attend the classes anymore. The child was very often ill – during the first year, when the child was in the first grade, he was absent from 1/3 (one third) of the classes, for medical reasons. During the current school year, 2017/2018, the child was absent from ¼ of the classes included in the individual teaching programme. Achievements during the two school years: the child can…


Objective: To favor the participation of students with ASD in activities programmed in the reference classroom. Directed to: Students with ASD. Temporary: Throughout the course. Development: The activity that we propose consists of a series of phases: In PHASE I. The students choose a story from the classroom library and the UECYL teachers adapt the text with ARAWORD pictograms. We made the assembly on the original text, respecting the images of the story. Another alternative is to choose a story already published with pictograms (PICTOCUENTOS, EDITORIAL GEU, CEPE, etc.) Always taking into account the interest of students with ASD towards the text that we propose to read at home. In PHASE II. Students read the text as a family and carry out the proposed work. The day indicated by the reference teacher, the students take the book home. In PHASE III. A…


Objective: To sensitize students about the personal situation of people with ASD. Directed to: Students of the first cycle of primary education (6-7 years). Timing: 1 session of 45 minutes. Development: At the proposal of the UECYL professionals, two families whose children have ASD perform different activities in the first cycle of primary education to explain the personal situation of their children. The activities they do are: ACTIVITY 1: Families tell the story "Juan has autism" based on a copy projected on the digital board. In the images that find similarity with the personal situation of their children, they make brief comments alluding to them. Children ask different questions that parents are solving. 2 ACTIVITY: Families show a power point presentation where their children's classmates see pictures of them performing daily activities outside the school. ...


Objective: Advise professionals of specific classrooms on organizational strategies. Aimed at: UECYL professionals of new creation and new professionals who join to work at UECYL. Timing: 1 tomorrow of the school day. The professionals of the UECYL of the Mare Nostrum School have as a work philosophy to share our experience with other professionals who contact us to advise on the organizational strategies of the UECYL. For this, we favor that the interested persons spend a morning of work in our center and are impregnated in situ of the activities that we carry out. Among the activities we show are: 1 ACTIVITY: Reception by a UECYL teacher and a member of the management team, where we briefly tell the background and consequences of having a UECYL in the center. ACTIVITY 2: Visit to the UECYL, where the other UECYL teacher develops ...


Objective: To break barriers of access and communication that people with ASD encounter daily within the school context. Directed to: Students between 3-12 years. Temporary: 1 week. The activity we propose consists of different activities that take place over the course of a week and are interspersed during the usual teaching day: ACTIVITY 1: Dialectical gathering of an adaptation of the Cazo de Lorenzo. ACTIVITY 2: Workshop we are all different. ACTIVITY 3: Photocall. In the ACTIVITY 1. A commission made up of teachers from the center, including a UECYL teacher, prepares an adaptation of the Cazo de Lorenzo that is distributed to all students to read with their families at home, a web link is attached to view the story. After four days the students returned to school and in Tertulia Dialogica expressed what they wanted to highlight from the story read. The smallest ...


Objective: Sensitize teachers about the difficulties of sensory processing that people with ASD have. Directed to: Teachers. Timing: 1 session of 2 hours. The activity that we propose consists of a series of phases: In PHASE I. The whole of the teaching staff is arranged sitting in a circle in a large and bright room. The speaker, an expert on the subject, explains what sensory processing consists of. The difficulties that people with ASD have and how this affects their daily lives. In PHASE II. The speaker gives out a card with a role to play for the person who takes it. The person has to perform the response that a person with ASD makes when faced with a certain sensory situation (visual, auditory, tactile, vestibular, etc.). The faculty is divided into 5 work groups and faces the activities proposed by the teacher playing the role of their ...


Objective: To favor the educational inclusion of students with ASD. Directed to: Teacher tutors. Temporary: Throughout the course. The activity that we propose consists of a series of phases that are being implemented. In PHASE I. First steps. We met with the teacher of the group of INFANTIL 5 years where we have schooled a student of the UECYL to tell you what the experience consists of. Once accepted the tutor and a UECYL teacher agree a day to develop it. Parallel in the UECYL we prepare the visit of the children of the class of infantile, we adapt the furniture and we explain to the students of TEA that a concrete day of the calendar will visit us the children of the "class of the planets". In PHASE II. Assembly. We received the visit of our colleagues. Sitting in a circle, we began the Assembly as every day, the student with ASD being responsible ...


Objective: Provide bibliographic reference materials to the educational community to improve the educational attention of students with ASD. Directed to: Teaching staff of the center, students in teaching internships, Speech Therapy and Master's degree related to education and families. Temporary: Throughout the course. The activity that we propose consists of a series of phases that are being implemented. PHASE I: Enabling space. PHASE II: Collection of materials. PHASE III: Dissemination of the initiative. PHASE IV: Implementation. In PHASE I. We created a space within the TEA class near the door and the place where we developed coordination meetings with families and teachers. In PHASE II. We collect materials that throughout our professional career we have been acquiring personally. We classify them by themes (autobiographies, language and communication, theory of mind, game, awareness material, etc.). We add others that ...


OBJECTIVE: To sensitize the educational community about the importance of respecting other ways of learning. DIRECTED: Student from 11-12 years. TEMPORALIZATION: Throughout the course. DEVELOPMENT: The activity consists of four phases,> Phase 1. First steps: Meeting with the group tutor of 11-12 years to tell him about the initiative. Once accepted, we transfer the proposal to the group of students and we propose their voluntary participation in the activity. > 2 phase. Welcome: Explanation of the day and time of the visit to the students of the specific unit. We indicate in the calendar with visual supports and anticipate the people who will come to work with us. > 3 phase. Moment of work. We received the visit of our colleagues in the specific unit. We welcome and we place ourselves in a circle. The specific unit teacher reads a work commitment that is accepted by all students. Then…

implementation of visual supports with social norms to minimize dependence on the professional

The presence of the professional in the reference classroom to help the student with autism to fully adapt both curricular and social level, can sometimes lead to an effect contrary to what we want. Once the student knows the dynamics of the reference classroom, his colleagues and different professionals, it is important to gradually normalize the professional's withdrawal. With this we will achieve that the student with autism is one more in the classroom, without depending on a professional that accompanies him at all times. As we know that one of the biggest difficulties of our students lies in the problems when relating to their peers, once the reference professional is retiring, there may be situations that make us turn back in the integration of the student. To do this we began to replace this presence with permanent visual supports ...

Development of intervention program in complementary non-curricular activities (dining room)

We know that the problems with feeding in students with autism occur quite frequently, either by rigidity at the time of trying different foods, problems with textures and colors, chewing problems etc ... this is why we consider the moment of the dining room as one of the most important throughout the day. When a student is not well fed, it has a direct impact on their attention and learning capacity, so they will not be able to endure a school day with the appropriate and optimal requirements to obtain maximum development.

Progressive fading of specific supports

We know the reality of students in terms of specific aids, especially in those activities and routines in which they participate with ordinary students, adapting to the many work routines, dynamics, learning, play and leisure, centers of interest and numerous collective activities. So that these are the least invasive and serve so that our students with difficulties can be integrated into them as quickly as possible, we need a good program of intervention by the professionals who intervene with the student. For this, we will begin with a complete follow-up by a professional who will tutorize the whole activity so that once the student adapts, he or she will gradually withdraw, in such a way that the presence of the student will be normalized within his or her group of equals. The complete withdrawal of the professional will be made once we are fully convinced ...


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