| Social Stories For Children With Autism | | | | own. Autistic children tend to like prefer their own |
| Chances are an autistic child who is in mainstream | | | | company, however older children and teens may |
| education may not cause special education, which | | | | feel left out or lonely. Sometimes it can be helpful |
| equals properties are unlikely to have discernable | | | | to structure breaktimes to avoid any problems. |
| learning disabilities. But so said they will a good deal | | | | Social Stories For Children With Autism |
| have special needs. The first thing as a teacher | | | | Try and avoid metaphorical speech, for example |
| you should do is to speak to other members of | | | | "wait a minute", autistic children tend to very literal |
| staff and the SENCO in your school. Make sure | | | | and will not understand. Avoid sarcastic language, |
| that everyone understands what autism is and | | | | or exaggeration, and nick names, both when you |
| that they are aware of how this will affect the | | | | are speaking to the child and to the class as a |
| child's behaviour. Sometimes it is helpful to explain | | | | whole. Always be aware of what you are saying |
| to the other children within the class about autism. | | | | and how it might be misunderstood by the child. |
| This will help to prepare them for the autistic child | | | | You may need to repeat yourself during lessons |
| starting school. Social Stories For Children With | | | | and keep checking the autistic child is still listening, |
| Autism | | | | their attention span can be short especially when |
| It will be helpful to explain that the new class | | | | something is not of interest to them. |
| member may act differently or strangely - for | | | | When you are talking to a group, make sure you |
| example they may shout out unexpectedly or | | | | have the child's attention. Especially young children |
| laugh at inappropriate things. You ought to explain | | | | they may not understand that they are included |
| that although the autistic child may act | | | | in the group, so you may need to include them |
| inappropriately that this is not intentional and they | | | | by talking to them directly ie by saying their name |
| too have feelings like everybody else. This is an | | | | or talk first, then to the whole class. As with |
| important thing to stress as it will be very easy | | | | listening to a foreign language or something you |
| for the autistic child to become, the focus of | | | | really have no interest in, we all tend to shut off |
| taunts, bullying and teasing if the other children in | | | | to it. An child with autism is no different, as soon |
| the class and school do not understand the | | | | as a couple of sentences go over their head they |
| autistic child's behavior and mannerisms. Probably | | | | will shut down their auditory system and stop |
| one task you should undertake before the autistic | | | | listening reverting back into their own world. Try |
| child begins in your class is to take a note of all | | | | using visual aids when teaching a subject that |
| the classroom accommodations. | | | | requires abstract thinking. |
| Autism classroom accommodations to consider: | | | | You could maybe use photographs or pictures to |
| Makea note of the autistic child's special need's for | | | | help keep the autistic child's attention. Even at |
| example going to the bathroom, with autism going | | | | secondary school, it is still possible to use visual |
| to the bathroom can be an issue, find out how | | | | aids for example illustrations or diagrams could be |
| the child copes with this and if necessary add | | | | added to worksheets. Visual timetables are used |
| signs at the bathroom, (small picture cards with | | | | with a great success, the autistic child can quickly |
| text) to avoid embarrassment and allow the | | | | recognise what is happening as has a visual cue |
| autistic child to identify the bathroom. Ask the | | | | for the various different times of the day, like |
| parents for a meeting and try to identify the | | | | break times, recess, pe lessons, hometime etc. |
| autistic child's strengths and weaknesses. You can | | | | You may want to include time for the bathroom |
| build on the strengths and encourage these. | | | | as this is a confusing time for most children with |
| Sometimes it may be necessary to appoint a | | | | autism. You may also want to think about the use |
| helper (LSA) or classroom assistant, to help the | | | | of autism social stories as a tool for helping the |
| autistic child within the classroom. The autistic | | | | autistic child keep on task and understand what is |
| child's helper's role should be to encourage the | | | | expected of them throughout the day and what |
| child to be more independent, work on task's and | | | | they should expect from other's. Don't let your |
| to mix with other children. | | | | child suffer anymore! Lead your child out of his |
| It will probably especially at first to keep an eye | | | | world through Social Stories For Children With |
| on the child at break times and during recess, | | | | Autism program now! |
| when they might spend a lot of time on their | | | | |