This benefited me much as I prepared for recent lesson! Perhaps it might help you = )
For you, if you are keen on translating or plan to do it professionally = )
Chinese
Spanish
French
Various/General
Career
“Reading is harder and slower for dyslexic students. Consequently, they typically read less. If they are to keep up with their peers academically, then it is imperative to find additional ways to expose them to as many words and ideas as possible.”
Kyle Redford. Building a word-rich life for Dyslexics. https://dyslexia.yale.edu/resources/educators/school-culture/building-a-word-rich-life-for-dyslexics/. 2017. The Yale Center for Dyslexia and Creativity.
Sound based Solutions
References
Version 2/Mar 2020 – added information on harmful behaviour
Selected research
Understanding what causes your child’s self-injurious and aggressive behaviour can help you to change or reduce the behaviour.
You can do this by looking at the aggressive behaviour as an ABC sandwich:
- Antecedents: these are ‘triggers’ for the aggressive or self-injurious behaviour
- Behaviour: this is the way your child responds to the trigger
- Consequences or ‘rewards’: this is what your child gets out of behaving aggressively, like being allowed to go on with a favourite activity, or to leave a stressful situation…
The first and most important thing is to stay calm. Most aggressive outbursts or tantrums happen because your child has feelings building up and he can’t communicate them. By managing your own feelings and staying calm and quiet, you won’t add your emotions to the mix…
For example, your child might find it hard to switch from one activity to another. He might bang his head on the floor when you tell him that it’s time to put away his train set before dinner. You could try warning him five minutes before you need him to pack away by showing him a photo of washing hands and sitting at the table for dinner. This will give him a warning, plus time to finish what he’s doing.
If your child has been doing a puzzle for 10 minutes and starts to pull her hair, she might be trying to let you know that she wants to do something else. Offering her a new activity might stop the hair-pulling.
Your child might hit himself because he wants you to look at him and talk to him. Going over to him and giving him attention will stop him hitting himself. The next step is teaching him to get your attention in another way – for example, by saying ‘Mum’ or coming to you and showing you a help card.
Your child might be feeling frustrated and need help. For example, your child has been playing with a doll but the leg comes off, so she starts to scream and scratch herself. If you help her fix the doll, it will stop her hurting herself. The next step is teaching your child to show her frustration in another way – for example, to say, sign or show a picture to tell you when she needs help.
A note about responding to self-injurious behaviour
Giving your child what he wants can strengthen the behaviour and make it more likely that your child will behave in the same way in a similar situation in the future.A better long term strategy is to:
- prevent the behaviour by avoiding situations that trigger it
- teach your child to express his needs in a more positive way
- ignore self-injurious behaviour and reward your child when he expresses himself in a more positive way…
[This website and the information it contains is not intended as a substitute for professional consultation with a qualified practitioner.] Aggressive behaviour: children and teenagers with autism spectrum disorder. (accessed 10 Mar 2020). Raising Children Network (Australia) Limited.
1. Many people with autism are visual thinkers… Nouns were the easiest words to learn because I could make a picture in my mind of the word. To learn words like “up” or “down,” the teacher should demonstrate them to the child. For example, take a toy airplane and say “up” as you make the airplane takeoff from a desk…
2… If I ask for directions at a gas station, I can only remember three steps. Directions with more than three steps have to be written down…
4… Many autistic children get fixated on one subject such as trains or maps. The best way to deal with fixations is to use them to motivate school work. If the child likes trains, then use trains to teach reading and math. Read a book about a train and do math problems with trains…
5. Use concrete visual methods to teach number concepts… a math toy which helped me to learn numbers… a set of blocks which had a different length and a different color for the numbers one through ten. With this I learned how to add and subtract. To learn fractions… a wooden apple that was cut up into four pieces and a wooden pear that was cut in half…
7. Some autistic children will learn reading more easily with phonics, and others will learn best by memorizing whole words…
8. When I was a child, loud sounds like the school bell hurt my ears like a dentist drill hitting a nerve. Children with autism need to be protected from sounds that hurt their ears…
12. Some children and adults can sing better than they can speak. They may respond better if words and sentences are sung to them. Some children with extreme sound sensitivity will respond better if the teacher talks to them in a low whisper.
13. Some nonverbal children and adults cannot process visual and auditory input at the same time. They are mono-channel. They cannot see and hear at the same time. They should not be asked to look and listen at the same time. They should be given either a visual task or an auditory task…
17. Some autistic individuals do not know that speech is used for communication. Language learning can be facilitated if language exercises promote communication. If the child asks for a cup, then give him a cup. If the child asks for a plate, when he wants a cup, give him a plate. The individual needs to learn that when he says words, concrete things happen. It is easier for an individual with autism to learn that their words are wrong if the incorrect word resulted in the incorrect object…
20. Several parents have informed me that using the closed captions on the television helped their child to learn to read. The child was able to read the captions and match the printed works with spoken speech. Recording a favorite program with captions on a tape would be helpful because the tape can be played over and over again and stopped…
25. Teaching generalization is often a problem for children with autism. To teach a child to generalize the principle of not running across the street, it must be taught in many different locations…
26. A common problem is that a child may be able to use the toilet correctly at home but refuses to use it at school. This may be due to a failure to recognize the toilet. Hilde de Clereq from Belgium discovered that an autistic child may use a small non-relevant detail to recognize an object such as a toilet…
27. Sequencing is very difficult for individuals with severe autism. Sometimes they do not understand when a task is presented as a series of steps. An occupational therapist successfully taught a nonverbal autistic child to use a playground slide by walking his body through climbing the ladder and going down the slide. It must be taught by touch and motor rather than showing him visually.
[An academic with autism, at Colorado State University, US] Temple Grandin. (revised Dec 2002). Teaching Tips for Children and Adults with Autism. Indiana Resource Center for Autism. Bloomington, US.
Barbara’s Tips
- Be patient with the students.
- Be direct, concrete, and to the point — too many directions are confusing!
- Maintain routine and structure as predictable routines promote success…
Rhonda Stewart. (April 10, 2015). Tips for Teaching Students With Autism. Top Teaching Blog. Scholastic Inc.
Others
[Useful teaching resource or for general discussion – readers are advised to do their own fact checking] Dimitri Leemans. (17 Feb 2016). My son’s autism meant he was refused New Zealand residency – so we’re leaving. The Guardian, UK.
Differentiated Instruction: Classrooms – https://chenweilun2014.wordpress.com/2017/12/28/differentiated-instruction-classrooms/
Behaviour – top tips. (accessed 10 Mar 2020). The National Autistic Society, VAT registration number: 653370050; registered as a charity in England and Wales (269425) and in Scotland (SC039427).
chenweilun2014 