SLIDE 1
Autism Awareness Week Learning Focus: To understand what Autistic - - PowerPoint PPT Presentation
Autism Awareness Week Learning Focus: To understand what Autistic - - PowerPoint PPT Presentation
Autism Awareness Week Learning Focus: To understand what Autistic Spectrum Disorder is To consider how we can be more inclusive to those with ASD What is Autism? Watch this video and see if you can remember at least 3 key facts from the video
SLIDE 2
SLIDE 3
Summary of what ASD is:
- ASD is a lifelong developmental disability that affects people’s ability to
interact with others and/or perceive the world
- ASD cannot be ‘cured’, but with the understanding of people around
them, people with ASD can lead full and happy lives.
- ASD is invisible – you cannot tell by looking at someone is they have the
condition
- People with ASD will share difficulties, but they present differently in
everyone – some may struggle more with certain issues such as communicating effectively (for example)
- With the correct support, ALL people with ASD can learn to adapt, learn
and develop – to lead a fulfilling life that they choose
- Around 700,000 people in the UK live with ASD (more than 1 in 100)
SLIDE 4
Asperger’s Syndrome
- Some people who showed some traits of Autism Spectrum
Disorder also used to be referred to as having ‘Asperger’s Syndrome’.
- Some people still use this term to describe ‘high functioning
Autism’ where the person finds it hard to understand facial expressions and social situations, but can also be highly intelligent.
SLIDE 5
People with Autism can have the following strengths:
- Attention to detail
- Can be highly skilled in a certain area
- Can have an encyclopedic knowledge on areas of interest to
them
- Logical
- Honest
- Loyal
- Can have higher than average intelligence
SLIDE 6
Things that children with ASD find hard…
People with ASD might
- not understand/interpret facial expressions
- Respond to their friends in the way you would expect –
this can be upsetting for others
- Understand sarcasm or jokes
- They will take what people say quite literally: For
example if you said ‘pull your socks up!’ – we might understand that to mean that someone needs to hurry up, but someone with ASD might take that literally.
- Find noises, textures, smells, certain environments
- verwhelming
TASK: Can you think of other saying we use that might have a literal and figurative meaning?
SLIDE 7
Sheldon Cooper – Big Bang Theory
https://www.youtube.com/watch?v =jWWOM53Zh20
- What adjectives could we use to
describe Sheldon Cooper’s:
– Personality – Interests – Intellect – Friendships – Social interaction and understanding emotions
SLIDE 8
SLIDE 9
Sensory Overload
Children with Autism can have ‘sensory overload’. This is where the brain takes in too much information and it can be hard to ‘filter’ out. Watch the video to understand what this can be like. https://www.youtube.com/watch?v =Lr4_dOorquQ
SLIDE 10
Task: Split into 3 groups. Each group must write on a piece of paper, or post- notes all the sensory information they can think of for these three areas in our school.
Dining hall Your Classroom Playground
SLIDE 11
Meet Julia: Sesame Street’s newest Muppet
- Julia is new to Sesame Street
- Julia has ASD
- As you watch this clip (10 mins)
consider the issues that might be happening for:
– Julia – Big Bird – Julia’s friends (Elmo and Fairy) – Teacher
- You may want to set this out in a table.
See next page.
SLIDE 12
https://www.youtube.com/watch?v=dKCdV20zLMs
Julia Big Bird Julia’s friends Teacher Print this slide out for SEND
SLIDE 13
Possible issues:
Julia Big Bird Julia’s friends Teacher
- Big Bird is quite ‘large’
and might be intimidated initially
- Loud noises /
distractions
- Responding to people
I’ve not met before
- Like to do things
differently
- Want people to know
what ASD is – to understand
- Likes to play and be
with friends
- Feels awkward
- Questions why Julia
doesn’t take to him quickly – ”why does she not like me?”
- How do I change so
that Julia likes me? Should I have to change?
- To support both Big
Bird and Julia – how do we do this without either of them getting
- ffended?
- Include both
personality types – how do we do this?
- How to ensure all four
get along safely, happily
- Support the needs of
all individuals
- Monitoring the
interaction
- Manage behaviour
- Ensure tasks enable
everyone to enjoy learning – safe?
SLIDE 14
How can we be a ‘good friend’ to someone with Autism?
- Think about the scene from Sesame Street
- What did the teacher to do ensure that everyone was ‘OK’ and
participating?
- What did the other three characters need to do to ensure Julia
was being included?
- Think, pair, share – report back to class
SLIDE 15
Defense Mode: when someone with ASD becomes worried they can go into ‘defense mode’.
The person is feeling… …but it can look like they are
- Scared
- Frustrated
- Angry
- Shut-down
- Withdrawn
- Fear of abandonment
- Do not have control
- Rude
- Cannot follow instructions
- Un-cooperative
- Aggressive
- Defiant
- Spiteful
- Not listening
- Want to be alone
- Obsessive
- Cannot empathise
- Need routine and find it hard when things
change
- ‘Strange’ behaviours – for example hand
flapping, babyish ore repetitive behaviours,
SLIDE 16
How can you be a good friend to someone with Autism?
Class discussion
SLIDE 17