Page 144 - Šolsko polje, XXIX, 2018, št. 3-4: K paradigmam raziskovanja vzgoje in izobraževanja, ur. Valerija Vendramin
P. 144
šolsko polje, letnik xxix, številka 3–4
- Although pictograms are the most common tools teacher use with
ASD children, the in-depth understanding of how to use it consist
ently and adapt it to the individual child is quite limited.
- Recognizing signs of ASD: As recognized by the observers, some
teachers recognize the signs of ASD, while others do not. It seems
that for some teacher ASD’s prime sign is sensory hypersensitivity
rather than difficulties in social interactions.
- Broadening the pools of strategies needed to deal with ASD: As rec
ognized by observers, some teachers use special strategies of teach
ing a child with ASD, while others say they ‘treat all children in the
same way’. A lot of attention in regard to strategies is devoted to pic
tograms (schedules) or dealing with sensory issues in regard to food.
A larger variety of strategies is needed (see above for specific situa
tions, e.g. handling resistance and aggression with children, adjust
ing the planned educational activities to reach the same goals as for
other children) alongside with teacher awareness that these are just
tools, options available to them – these are not recipes. The teach
er needs to learn to choose adequate strategies from this pool, which
can/should be adapted to individual children.
- Expanding social and emotional learning of children and teachers in
the classroom: As recognized by the observers, very little attention is
given to the emotional life of children (e.g. acknowledging, naming/
identifying, discussing emotions …). More emphasis on this is need
ed. In regard to social competences, the learning should go beyond
regulation of own behaviour, also to self-awareness and social aware
ness. Build a more personal relationship with children.
- Supporting children’s speech/verbal development by interacting
with a child frequently, inviting a child to verbally express often (in
1:1 interaction if group work is a problem). There is a need to teach
these children an alternative communication or to build on their
speech and understanding.
- Attention to the amount and type of triggering stimuli (for some
children it can noise, for some crowd, for some smell), being aware of
and recognizing potential triggering situations and act preventively/
timely; develop possible options of what can a child do (or teacher)
in such situations.
- Self-care for teachers: teachers report being overwhelmed with
many special needs (difficult to know everything about every dis
order, know how to adjust). Learning how to recognize and over
come own resistance in working with children on ASD (which is
natural because sometimes these children need a lot of attention
142
- Although pictograms are the most common tools teacher use with
ASD children, the in-depth understanding of how to use it consist
ently and adapt it to the individual child is quite limited.
- Recognizing signs of ASD: As recognized by the observers, some
teachers recognize the signs of ASD, while others do not. It seems
that for some teacher ASD’s prime sign is sensory hypersensitivity
rather than difficulties in social interactions.
- Broadening the pools of strategies needed to deal with ASD: As rec
ognized by observers, some teachers use special strategies of teach
ing a child with ASD, while others say they ‘treat all children in the
same way’. A lot of attention in regard to strategies is devoted to pic
tograms (schedules) or dealing with sensory issues in regard to food.
A larger variety of strategies is needed (see above for specific situa
tions, e.g. handling resistance and aggression with children, adjust
ing the planned educational activities to reach the same goals as for
other children) alongside with teacher awareness that these are just
tools, options available to them – these are not recipes. The teach
er needs to learn to choose adequate strategies from this pool, which
can/should be adapted to individual children.
- Expanding social and emotional learning of children and teachers in
the classroom: As recognized by the observers, very little attention is
given to the emotional life of children (e.g. acknowledging, naming/
identifying, discussing emotions …). More emphasis on this is need
ed. In regard to social competences, the learning should go beyond
regulation of own behaviour, also to self-awareness and social aware
ness. Build a more personal relationship with children.
- Supporting children’s speech/verbal development by interacting
with a child frequently, inviting a child to verbally express often (in
1:1 interaction if group work is a problem). There is a need to teach
these children an alternative communication or to build on their
speech and understanding.
- Attention to the amount and type of triggering stimuli (for some
children it can noise, for some crowd, for some smell), being aware of
and recognizing potential triggering situations and act preventively/
timely; develop possible options of what can a child do (or teacher)
in such situations.
- Self-care for teachers: teachers report being overwhelmed with
many special needs (difficult to know everything about every dis
order, know how to adjust). Learning how to recognize and over
come own resistance in working with children on ASD (which is
natural because sometimes these children need a lot of attention
142
