Download Autistic Spectrum Disorders in the Secondary School by Lynn Plimley PDF

By Lynn Plimley

This source is helping educators aid scholars with autistic spectrum issues after they input secondary institution, together with instructing social abilities, getting ready IEPs, and constructing paintings experience.

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Extra resources for Autistic Spectrum Disorders in the Secondary School

Sample text

The pr ocess needs to focus on the individual pupil to ascer tain the most ef fective teaching/lear ning strategies as well as the effectiveness of the whole cur riculum in the meeting of the needs of dif ferent gr oups of pupils in the school. (p. 28) A range of people, with the support of the SMT and governing body, need to be proactive in this process. Byers (1998) argues that monitoring and development should be used to drive forward developments in relation to: • • • • • Ownership Social climate Policy, curriculum and schemes of work Revised IEPs and enriched teaching and learning Increased pupil participation and opportunities to contribute to the process through pupil interviews, diaries, and consultation • The enhancement of learners’ personal and social development.

Qxd 4/6/2006 26 9:06 AM Page 26 AUTISTIC SPECTRUM DISORDERS IN THE SECONDAR Y SCHOOL (Continued) Options at Key Stage 4 ar e consider ed. Access ar rangements for examination and qualification at Key Stage 4 ar e given early consideration. Discussions take place with awar ding bodies r egarding any evidence required to ensur e eligibility for access ar rangements. ) Where adjustments ar e to be made, the pupil is familiar with procedures. REFLECTIVE OASIS Consider a pupil with ASD in Y ear 7. How ar e you planning to meet his/her needs in ter ms of an appr opriate cur riculum and maximizing per formance?

Key Stage 3 For pupils aged 11–14, planning should start from the KS3 subject programmes of study. However, a high level of flexibility is provided through the access/inclusion statement which allows schools to use material from earlier (or later) key stages. For pupils with more complex needs, subjects may be used as contexts for learning and to address individual priorities, such as communication and social skills. There is now an increased emphasis on cross-curricular key skills including communication, personal and social skills and thinking/problem-solving.

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