Question for AS teens or parents of AS teens

[RainbowsButterflies]

I will hopefully be teaching a class I have been observing after Christmas. One of the pupils has Aspergers and dyslexia. He doesn't have a statement, he was on Enhanced School Action Plus, but is now on School Action Plus and they are reapplying for ESAP. The SEN information I have for him is very limited. I have a paragraph, CAT scores and an IEP which simply lists 'Social Interaction - continue to develop appropriate social skills' along with spelling and handwriting targets.

 

Now, IMHO this is very simplistic with regards to the range of difficulties that tend to come with ASDs. I plan to ask the SENCo if there is any more information, but assuming there isn't any more, what do you think I should do?

1) Do nothing and just work with the information I have?

2) Try to find out if there are any sensory issues etc that could affect my planning?(I'm teaching science)

3) Try to find out if I need to plan alternatives to group work in case he is having a bad day?

4) Anything else?

 

If I'm trying to get more information, how do you think I should do this? Speak to him directly - I don't want to single him out? Speak to his parents - I don't know what the family situation is/how supportive they are? Ask the SEN team to ask him at one-to-one sessions?

 

I would really appreciate some input. I want to make sure that I am meeting his needs properly, but at the same time I don't want to make him stand out any more than he already does...

[Bluesbreaker]

1) Absolutely not by all costs, but if you cannot find anything else and need it as a last resort then so use it.

2)by all means yes. also try and get to know the kid's learning style more, is he hand's on or all for visual or other ways? if he's hands on try to incirporate that into your lesson(s) with him. this sort of crosses with No.3 because if the kid is a hands on learner but not a great group work guy the hands on might encourage the kid if others are participating causing that 'that's interesting' type thought to run through his mind.

3) yes and no, depends on the individual, although IMO i am a completely different kettle of fish to many other AS's (as I am Very flexible and Love group work). sometimes ASD's want more space on a bad day and don't want to intereact with others but some, like me, even if i have a bad day, I still want to work as a group. so yes by all means plan some alternatives just in case, however, keep open minded, watch the kid more see how he reacts and if it doesn't seem to mould at the start or you can 'read' what he is thinking then go to plan B by all means.

 

4) Like I'v said try to get to know the Kid, talk to the SENCo, even try and get some Gen up from the other staff if you can, some of his other teachers may know how to approach him and his learning style so its worth a try. Also be wary if he is suseptable to change (I dare say he will be) so it might be worth slowly engaging with him more and more maybe the odd classroom convo about the work and just the 'Hi' in the corridor, this would hopefully get him to pick up that you are a friendly person and you don't bite, which also helps.

 

I have always had some form of friendly understand working relationship with teaching staff because they have taken the time to get to know me as a person, which helps in times of need and also If I ever need help because after a while, you get to see how a kid reacts with certain things and where they also struggle.

 

Hopefully that's of use to you

 

Bruce x

[westie]

The things you have thought about as potential issues/ things to consider are, in my opinion so thoughtful and all the things you wish every teacher would think about when teaching your child with an autistic spectrum condition.

 

If I were in your position I would talk to the teacher you are observing to see what they think about the points you have raised (they are already teaching him, is that right?), and also I would talk to the SEN team who may be able to give you some information and arrange a meeting with the boy if you still think its necessary.

 

The SEN team may also know how involved or approachable the parents will be, so they may be able to give you an idea about whether it is worth contacting them or not. I for sure would be pleased to meet with a teacher like you to discuss my childs needs in the classroom!

 

p.s. are the IEP targets in your opinion S.M.A.R.T.? (for anyone not seeing this term before it means :specific, measurable, achievable, relevant and time related) I mean how do you measure a generic unspecific target like "continue to develop social skills?"

Edited December 3, 2010 by westie

[Kathryn]

I agree - get some pointers from staff who have been teaching him - they should be able to give you a better idea of what upsets him, what he struggles with and finds easy, and how often he is likely to have a bad day - and how to recognise the imminent " danger" signs which vary between individuals. If the previous teacher has been using particular cues and strategies and has established particular rules I think it's important to know this so you don't throw him by doing something completely different at first. You say you've observed the class so you already have a lot of this information I expect.

 

Good luck - and I'm sure a lot of parents on the forum will be wanting to clone you and distribute you to every single school!

 

K x

[Karen A]

Hi.

 

I have plenty of well researched ideas on what not to do......

 

1.Do nothing but ignore the information you have because you do not understand it and anyway you don't need to be told how to teach.The child looks fine to you and just needs more discipline.

2.What are sensory issues......and anyway you have a lesson plan for everyone.

3.Don't plan any alternatives to group work because he needs to behave better.He works alone fine and is very bright so what is the problem.

4.Ensure that when the pupil starts a debate that you ensure he knows who is the teacher.Ensure you have the parents Email address so as to complain to them about their child's behaviour at the first available oppurtunity.Discuss in the staff room in great depth what a pain he is.Be sure to make assumptions about the parents but forgett that the pupil has a sibbling who is extremely well behaved.

 

 

Karen.

[Mandapanda]

Hi

 

The biggest difficulty in any classroom situation in my experience is the use of sarcasm, hints, ambiguous statements, the use of 'aside' comments, etc.

 

All children benefit from having things explained clearly and simply and in concrete language, and with a clear message that the information applies to them as well or specifically.

 

For example, a teacher said to the class "If you've finished, pack up now" - meant to be a hint to hurry up. My son hadn't finished so he didn't hurry to finish and/or pack up.

 

Another teacher would say as he walked into the room "Right, let's start the test" in a hurried loud voice. This would send my son into a panic so he would start every lesson feeling bad. The teacher saw it as some sort of joke

 

Now my son is at college, if he thinks he recognises a handout as being in his book, he won't take it. Ideally the tutor would need to say, "this handout contains information that is extra/different to what is in your book".

 

These may seem little nit-picky things, but they can make a huge difference to my children.

 

Good luck!

[av16]

"Hi.

 

I have plenty of well researched ideas on what not to do......

 

1.Do nothing but ignore the information you have because you do not understand it and anyway you don't need to be told how to teach.The child looks fine to you and just needs more discipline.

2.What are sensory issues......and anyway you have a lesson plan for everyone.

3.Don't plan any alternatives to group work because he needs to behave better.He works alone fine and is very bright so what is the problem.

4.Ensure that when the pupil starts a debate that you ensure he knows who is the teacher.Ensure you have the parents Email address so as to complain to them about their child's behaviour at the first available oppurtunity.Discuss in the staff room in great depth what a pain he is.Be sure to make assumptions about the parents but forgett that the pupil has a sibbling who is extremely well behaved.

 

 

 

Karen. "

 

I read this and thought it was me who'd written it!

 

I wish there were more teachers like RainbowsButterflies who are actually bothered enough to want to find out more so I think you'll do a really brilliant job. Just don't send emails to parents saying that you've decided their child is just'plain naughty'

 

I would see if the SENCO knows whether the family are likely to appreciate a friendly phone call/chat /email so you could find out more information. In my experience most parents would appreciate this and usually can't wait to pass on really useful information. In fact if more teachers were like you they would know more about the children in their care and probably everyone would be happier.

 

Good luck, I'm sure you'll do well; you sound like a breath of fresh air!

[Karen A]

.

 

I have plenty of well researched ideas on what not to do......

 

1.Do nothing but ignore the information you have because you do not understand it and anyway you don't need to be told how to teach.The child looks fine to you and just needs more discipline.

2.What are sensory issues......and anyway you have a lesson plan for everyone.

3.Don't plan any alternatives to group work because he needs to behave better.He works alone fine and is very bright so what is the problem.

4.Ensure that when the pupil starts a debate that you ensure he knows who is the teacher.Ensure you have the parents Email address so as to complain to them about their child's behaviour at the first available oppurtunity.Discuss in the staff room in great depth what a pain he is.Be sure to make assumptions about the parents but forgett that the pupil has a sibbling who is extremely well behaved.

 

 

 

Karen. "

 

I read this and thought it was me who'd written it!

Better that than ''I read this and thought it was me you were writing about''.

Any individuals mentioned in the above post are purely fictional.No responsibility will be taken for any likeleness to any specific individual or individuals.......

 

Sorry R and B.I am being naughty.Two days running getting up to get my lads to school only to have one home both days and I am beyond best behaviour.

Edited December 3, 2010 by Karen A

[RainbowsButterflies]

If I were in your position I would talk to the teacher you are observing to see what they think about the points you have raised (they are already teaching him, is that right?), and also I would talk to the SEN team who may be able to give you some information and arrange a meeting with the boy if you still think its necessary.

I agree - get some pointers from staff who have been teaching him - they should be able to give you a better idea of what upsets him, what he struggles with and finds easy, and how often he is likely to have a bad day - and how to recognise the imminent " danger" signs which vary between individuals. If the previous teacher has been using particular cues and strategies and has established particular rules I think it's important to know this so you don't throw him by doing something completely different at first. You say you've observed the class so you already have a lot of this information I expect.

I have observed him with two different teachers. One has told me that there is no point differentiating within the classes as they are already streamed. The other is observing the lessons I am currently teaching. He is constantly telling me to increase the pace, don't spend so long waiting for children to think about the question I have asked them just pick a child who puts their hand up straight away, I need to discipline children for fiddling with pens etc when I'm talking (I can't concentrate unless I'm fiddling with something, so how can I expect teenagers to?!).

 

 

p.s. are the IEP targets in your opinion S.M.A.R.T.? (for anyone not seeing this term before it means :specific, measurable, achievable, relevant and time related) I mean how do you measure a generic unspecific target like "continue to develop social skills?"

 

In a word - no! Quote 'Gets into trouble during unstructured times as he can be immature, but incidents have lessened. Seat appropriately to avoid distractions.' It's not immaturity!

I can't see how the social interaction target is measureable at all.

 

 

 

Now my son is at college, if he thinks he recognises a handout as being in his book, he won't take it. Ideally the tutor would need to say, "this handout contains information that is extra/different to what is in your book".

That is really helpful, thank you.

 

 

In fact if more teachers were like you they would know more about the children in their care and probably everyone would be happier.

Thank you *blushes*. I have to say, from my experience of some of the lecturers on the course and the teachers I have observed, I want to become either an ASD specialist teacher, or look at SEN in AG&T children. I thought I would be well placed to teach Physics and Chemistry as shortage subjects, but I can see a much greater need for someone who understands...

 

I did well at school, and enjoyed learning, but was bullied by other children, and in hindsight by teachers as well. I was bored in most subjects as they weren't challenging enough. I struggled to organise myself but was never supported with that. I was mislead into one of my GCSEs as I was told it required technical drawing skills only, but there was actually a large element of creativity which I struggled with. I had massive self esteem issues that I never got an support with. As a result, I will do everything in my power to make sure that children realise their full potential. *gets off soap box*

[Karen A]

Thank you *blushes*. I have to say, from my experience of some of the lecturers on the course and the teachers I have observed, I want to become either an ASD specialist teacher, or look at SEN in AG&T children. I thought I would be well placed to teach Physics and Chemistry as shortage subjects, but I can see a much greater need for someone who understands

 

It may be worth keeping an eye on how the role of the Specialist ASD teacher develops over the course of your training.There has been a marked change in the role in my area in the last few months.The ASD teachers used to be involved in hands on work with pupils which I could imagine would be very rewarding.However they became so over streched that the role has now changed.The vast majority of the work is now in an advice and training capacity to schools rather like EPS.I can envisage that how well this works will depend on how willing schools are to take advice on board.Even if successful I think it is probably not the type of work many went into the job expecting to do.

 

Karen.

[RainbowsButterflies]

It may be worth keeping an eye on how the role of the Specialist ASD teacher develops over the course of your training.There has been a marked change in the role in my area in the last few months.The ASD teachers used to be involved in hands on work with pupils which I could imagine would be very rewarding.However they became so over streched that the role has now changed.The vast majority of the work is now in an advice and training capacity to schools rather like EPS.I can envisage that how well this works will depend on how willing schools are to take advice on board.Even if successful I think it is probably not the type of work many went into the job expecting to do.

 

Karen.

The plan would be to get through my NQT year and then do a part time MA in ASDs or Inclusion & SEN and see where that takes me. Although only time will tell whether having an ASD will make me more or less employable to work with other people with ASDs...

[Karen A]

The plan would be to get through my NQT year and then do a part time MA in ASDs or Inclusion & SEN and see where that takes me. Although only time will tell whether having an ASD will make me more or less employable to work with other people with ASDs...

 

I don't know if you have come across Chris Jesson here.He has AS and gave a presentation at a conference I went to a while ago.He had in my opinion far more impact in increasing awareness than any number of professionals.

For my part I try and guess what Ben might be experiencing but it can be like learning a second language.

My husband works for a mental health trust which actively encourages people with lived experience of mental health problems to apply for jobs because they value the experience.I cannot see why that could not happen with jobs which involve working with others with ASD.

 

The ASD outreach teacher who supports Ben is doing an MA and is enjoying it.

 

Karen.