voices from the other side
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Voices from the other side. NSCDA Conference May 31, 2007. Michael Price & Jamie Fillion & Ruth Fraser. Goals for this workshop…. Increase awareness of the perspectives, experiences, and abilities of people on the Autism Spectrum. - PowerPoint PPT PresentationTRANSCRIPT
Voices from the other side
Michael Price & Jamie Fillion & Ruth Fraser
NSCDA Conference
May 31, 2007
Goals for this workshop…• Increase awareness of the perspectives,
experiences, and abilities of people on the Autism Spectrum.
• Promote understanding of systematic barriers people on the spectrum face and accommodation needs in education and employment.
• Provide real strategies for supporting people on the spectrum in the classroom.
Myths and Misunderstandings
“Autism is a barrier.”
“Not understanding Autism creates the barriers.”
Barriers to inclusion include…
• special services & advocacy• limited control over decisions• exclusion• coordinating goals and services• perception of work• misunderstandings and fears• building positive support• prioritizing productivity • undervaluing diversity
Myths and Misunderstandings
“Autism is something to be overcome.”
“Autistic traits can be incorporated as strengths into a career plan.”
• focus• unique global insights• independent thinking• internal motivation• attention to detail• 3-dimensional thinking• cutting through the smoke screen• logical decision making
Myths and Misunderstandings
“People with autism should pursue a career based on special interests.”
“Special interests should be explored to discover elements that can be transferred to career choices.”
Some real life examples…
Myths and Misunderstandings“The job market
is becoming more open to diversity and more specialized making it easier for people with autism
to find meaningful employment.
“Increasing social skills requirements makes employment and advancement problematic.”
Neurotypicals (NT)…• polytropical • non-literal• prioritize the need to fit in• can’t focus on just one thing• evasive and indirect communication styles
Support Principle #
• Treat students with ASD just as you would want to be treated
• Establish a personal relationship with the student.
• Incorporate strengths into classroom and learning activities
Respect differences &Understand unique
strengths
Support Principle #
• Provide visual aids where possible• Be aware of literal interpretations • Be straightforward and clear• Seek clarification; don’t assume
anything• Know about Theory-of-Mind
and perspective taking difficulties
Support communication differences
Support Principle #
• Ask about and be sensitive to sensory sensitivities
• Reduce distractions and offer a quiet & independent work and/or testing area
• Make sure the student knows a quiet place on campus s/he can go when needed for breaks
Be aware of environmental needs
Support Principle #
• Explain social & conduct rules explicitly
• Give a “Head’s up” about changes • Provide clear and specific instructions• Initiate regular check ups
and give specific feedback
Give regular and specific feedback
Support Principle #
• Binder or notebook for class work, assignments, notes, etc.
• To do lists, agendas, calendars• Email/phone reminders• Visual lists in the classroom
Introduce organizational strategies
Support Principle #
• Consider alternatives to group sessions
• Encourage natural supports • Introduce strategies for navigating
group assignments• Ensure the student knows his/her role
in group projects
Provide support for group sessions
Support Principle #
• How much stamina is required on the job? • What are the social expectations?• What are the interpersonal expectations
for the work environment? • Teach/anticipate the unwritten rules
Teach vocational behaviors associated with
employment field
Voices from the other side
Thank you.Help yourself to the handouts and
resources.
NSCDA Conference
May 31, 2007