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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 PRACTICE FOR TEACHERS AND SPECIALISTS WORKING IN THE CLASSROOMS published book Situated learning. Legitimate peripheral participation. This work 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 conception of learning as a collective fact is highlighted in contrast to the classical idea that limits it to an individual process. After these two publications, many authors have dared to define the concept of CoP. But it was once again Wenger (1991) 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

GOOD PRACTICE FORM Name of Good Practice: Summer Stem Activity "Unsinking Tags: Stem - Lifting Force - Durability Good Practice Description: Write a statement about the application. Students are asked to build a ship with these materials. The following warning is given to the students that your ship should not sink and when we put something on it, it should be durable, but the creation of products is what they want to be completely Target: What is the goal of the activity? One or more of the following can be chosen: Adaptation to school, society Generally feeling of well-being of the student Increasing the cognitive level Independent life skills Academic skills Social Communication Students' Age Group: Children's age group (eg: 10-14) Which course it is about should be chosen Extra-curricular Mathematics Reading and writing Foreign language Science Painting / Music Physical Education Technology Design Life Knowledge / Social Studies When Applied: When can this application be used? Any moment At the start and preparation phase of the course All year At the end of the lesson Step-by-step preparation of the milk box for the realization of the activity students' desks , cardboard, baked goods, rolls, straws, etc., leftover materials are put. Students are asked to build 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 promote the participation of students with ASD in activities programmed in the reference classroom. Aimed at: Students with ASD. Timing: Throughout the entire course. Development: The activity 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 make the montage on the original text, respecting the images of the story. Another alternative is to choose a story already edited with pictograms (PICTOCUENTOS, EDITORIAL GEU, CEPE, etc.) Always taking into account the interest of the students with ASD towards the text that we propose to read at home. In PHASE II. The students read the text as a family and carry out the proposed work. On the day designated by the reference teacher, the students take the book home. In PHASE III. A…


Objective: To sensitize students to the personal situation of people with ASD. Aimed at: 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 carry out different activities in the classes of the first cycle of primary education to explain the personal situation of their children. The activities they carry out are: ACTIVITY 1: The families tell the story “Juan has autism” using a copy projected on the digital board. In the images that they find similarities with the personal situation of their children, they make brief comments alluding to them. The boys and girls ask different questions that the parents solve. ACTIVITY 2: Families show a power point presentation where their children's classmates see pictures of them doing daily activities outside of school.…


Objective: To advise professionals in specific classrooms on organizational strategies. Aimed at: Newly created UECYL professionals and new professionals who join UECYL. Timing: 1 morning 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 obtain advice on organizational strategies of the UECYL. For this, we encourage interested persons to spend a morning working in our center and soak up the activities we carry out on site. Among the activities that we show are: ACTIVITY 1: Reception by a UECYL teacher and a member of the management team, where we briefly tell the background and consequences of having a UECYL at the center. ACTIVITY 2: Visit to UECYL, where the other UECYL teacher develops ...


Objective: Break access and communication barriers that people with ASD encounter daily within the school context. Aimed at: Students between 3-12 years old. Timing: 1 week. The activity that we propose consists of different activities that take place over the course of a week and that are interspersed during the usual school day: ACTIVITY 1: Dialogical gathering of an adaptation of Lorenzo's Cazo. ACTIVITY 2: Workshop we are all different. ACTIVITY 3: Photocall. In ACTIVITY 1. A commission made up of teachers from the center, including a teacher from the UECYL, is preparing an adaptation of Lorenzo's Cazo that is distributed to all the students so that they can read it with their families at home. web link to view the story. After four days the students return to school and in Tertulia Dialogica they express what they want to highlight from the story they read. The little ones ...


Objective: To sensitize teachers about the sensory processing difficulties that people with ASD have. Addressed to: Teachers. Timing: 1 session of 2 hours. The activity that we propose consists of a series of phases: In PHASE I. The group of teachers is seated in a circle in a spacious and bright room. The speaker, an expert on the subject, explains what sensory processing consists of. The difficulties people with ASD have and how this affects their daily lives. In PHASE II. The speaker hands out a card with a role to be played by the person who takes it. The person has to carry out the response that a person with ASD makes to a certain sensory situation (visual, auditory, tactile, vestibular, etc.). The teaching staff is divided into 5 work groups and faces the activities proposed by the teacher, playing the role of their ...


Objective: To promote the educational inclusion of students with ASD. Addressed to: Teacher tutors. Temporalization: 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 tutor of the CHILDREN 5-year-old group where we have a UECYL student enrolled to tell her what the experience consists of. Once accepted, the tutor and a teacher from UECYL agree on a day to develop it. At the same time, at the UECYL, we prepare the visit of the children from the nursery class, adapt the furniture and explain to the TEA students that on a specific day of the calendar the children from the “planets class” will visit us. In PHASE II. Assembly. We received a visit from our colleagues. Sitting in a circle, we began the Assembly like every day, with the student with ASD being responsible ...


Objective: To provide bibliographic consultation materials to the educational community to improve the educational attention of students with ASD. Aimed at: Teaching staff of the center, students in teaching, Speech Therapy and master's degrees related to education and families. Temporalization: Throughout the course. The activity that we propose consists of a series of phases that are being implemented. PHASE I: Enabling the space. PHASE II: Compilation of materials. PHASE III: Dissemination of the initiative. PHASE IV: Implementation. In PHASE I. We set up a space within the TEA class close to the door and to the place where we develop 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, games, awareness material, etc.). We add others that ...


OBJECTIVE: To sensitize the educational community about the importance of respecting other ways of learning. TARGETED: Students between 11-12 years old. TIMING: Throughout the course. DEVELOPMENT: The activity consists of four phases,> Phase 1. First steps: Meeting with the tutor of the 11-12 year-old group to tell her about the initiative. Once accepted, we transfer the proposal to the group of students and propose their voluntary participation in the activity. > Phase 2. Welcome: Explanation of the day and time of the visit to the students of the specific unit. We mark the calendar with visual aids and anticipate the people who will come to work with us. > Phase 3. Moment of work. We receive the visit of our colleagues in the specific unit. We welcome and stand 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 at both the curricular and social level, can sometimes cause an effect opposite to what we want. Once the student gets to know the dynamics of the reference classroom, his colleagues and different professionals, it is important to gradually normalize the withdrawal of the professional. With this we will ensure that the student with autism is one more in the classroom, without depending on a professional to accompany them at all times. As we know that one of the greatest difficulties of our students lies in the problems when it comes to interacting with their peers, once the professional of reference leaves, compromising situations may arise that make us go back in the integration of the student. For this, we began to replace this presence with permanent visual aids ...

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 are aware of the reality of said students in terms of specific aids, especially in those activities and routines in which they participate with ordinary students, adapting to the numerous work routines, dynamics, learning, games and leisure, centers of interest and numerous collective activities. In order for them to be the least invasive and to help our students with difficulties to join them as quickly as possible, we need a good intervention program by the professionals who intervene with the student. To do this, we will begin with a complete monitoring by a professional who will tutor the entire activity so that once he is observing the adaptation of the student, he will gradually withdraw, in such a way that the presence of the student within his / her peer group. The complete withdrawal of the professional will take place once we are fully convinced ...

Ashley M. Simonsen, Partner


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