VIEWS & OPINION
What to keep in mind when teaching pupils
with autism Comment by TANIA MARSHALL,
M.Sc., award-winning author, psychologist, AspienGirl Project lead for girls with Autism or Asperger Syndrome, and Autism Ambassador for Education Placement Group
Girls and boys with autism generally differ in terms of the severity of their symptoms, personality, IQ, social skills, sensory processing sensitivities, cognitive profile, disorders and learning disabilities. Understanding their cognitive and educational profile of strengths and needs is essential. The learning and behavioural profile of a pupil depends of what type of autism they have, their IQ, and their strengths and challenges. Their traits will vary from mild to severe. Generally, there are two main groups girls with
autism fit into: one group is passive, compliant, and has a rule-following attitude – they do not like getting into trouble and do not manage stress or conflict well. The other group are outspoken, may correct the teacher, be overly talkative, tell on other peers and may become a school leader. Both groups are often high achievers, perfectionistic, highly sensitive and emotional. Prior to the age of 10, it can be difficult to pick up a female with
autism. Females are typically diagnosed during their teen years and are less likely to be diagnosed than males due to their ability to mask and compensate their way through school. Socially, in school, girls with autism have difficulty working in groups,
participating in class discussions and anxiety when attention is placed on them. They are well known for not asking for help, so teachers need to check in on them periodically, in addition to teaching them to ask for help. Focusing on an individual’s talents, while assisting them with their
challenges, is also crucial. Students with autism are often self-deprecating – it is important to take a strengths-based approach to offset this. Inflexibility in learning methods and misunderstanding an autistic child’s
preferred learning style is harmful. Most cognitively able girls with autism prefer to be self-taught with a teacher checking in. The allowances of an individualised education plan, sensory tools, academic accommodations, support and teachers who understand autistic pupils’ perspectives is vital. In the classroom, an autistic pupil will highly benefit from a teacher
who: • Understands the pupil’s thinking and learning style • Understands where the child sits IQ-wise. If the child is twice- exceptional (2e) (gifted and talented) and has autism, they will most likely need to be extended in some of their work and assisted with any learning disabilities or ‘relative’ weaknesses.
• Is non-reactive and predictable, in particular when the pupil is confused, is experiencing a meltdown, is mute or having communication problems.
• Is able to manage the other students so the child feels safe and can concentrate.
• Is preventative – for example, knowing when the pupil needs to take a break or be alone
• Pre-teaches and prepares the child for upcoming changes to the daily schedule.
• Understands that when other students do not follow the class rules, this may be a trigger for the pupil to become upset.
• Understands the child’s unique perspective, triggers, and motivators • Helps the pupil cope with mistakes and teaches them that making mistakes is a way to learn – assisting pupils with perfectionism is critical.
• Is flexible in terms of their teaching style and academic accommodations.
21st century challenges will create engineering greats within a
generation Comment by DR KEVIN P STENSON, chief executive of The Smallpeice Trust
As we enter the last year of the decade, while many commentators will focus on an era of political and economic uncertainty, when I meet the young people in schools and on Smallpeice Trust courses I am encouraged about our future. It has been made clear by many
industry bodies in a wide range of sectors that there is a need for more engineers than the UK is producing at
the moment. The annual shortfall in people could more than fill Wembley Stadium. Conversely, there has never been a better time for young people to
engage with science, technology and engineering, as advances in artificial intelligence, nanotechnology, biotechnology, and even autonomous vehicles emerge from the laboratory to ever more practical real-world applications.
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www.education-today.co.uk
We are living in the Fourth Industrial Revolution, and the 2019
Smallpeice Trust courses have been developed to reflect the changing needs of the UK engineering and science sectors, as well as providing girls with greater incentive to ignite a passion in STEM activities. Courses in the 2019 programme include Mobile Robotics, an
Introduction to Cyber Security and Astrophysics. Humanitarian Engineering and 21st Century Materials courses have also been introduced as the next generation of scientists and engineers will be needed to design and implement solutions to era-defining environmental and social challenges. For example, the Humanitarian Engineering course, to be held at
Warwick University in partnership with the Ove Arup Foundation, will show 15 and 16-year-olds how engineering can change the world – and improve lives. The course gives students the chance to design, build and test their
own ideas for an earthquake resilient building, and to find out what skills are required to manage complex humanitarian projects. The 21st Century Materials course at Loughborough University will give
16 and 17-year-olds an insight into the latest developments in materials research. This will demonstrate how this field is fundamental to realising the potential of engineering innovations and concepts that can reshape our world. STEM provides young minds with the ability to invent the future, as
science, technology and engineering are shaping our world at an accelerating rate. These challenges will also provide the opportunity for a new era of true engineering greats to emerge, so our young people need to dream big and dare to imagine. There has never been a better time for a young person to be a dreamer
- an engineer that changes the world for the better, as our founder Dr Cosby Smallpeice did. Given the increasing rapidity of change in technology and business, I expect in the not too distant future for a young person who has undertaken a Smallpeice Trust course to be namechecked in the same breath as Jeff Bezos, Larry Page or Elon Musk.
January 2019
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