Where are we now? Current perspectives on good practice in ASD

Dr. Rita Jordan Reader in Autism Studies The School of Education The University of Birmingham, UK 2004

Autism Cymru 04

Education & ASDs

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Entitlement

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access relevance breadth

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Remediation

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specialist

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congruence success?

Difficulties & Differences

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Executive functions

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‘monotropic’ attention

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impulse control idiosyncratic perception

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Imagination & reality testing

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Empathy & emotional/ conscious understanding

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Concept development

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problems abstracting

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rigidity of concept & schema boundaries

Learning Style

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Visual rather than verbal Memory

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cued rote ‘Social’ a dimension of difficulty Emotions and cognition

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use interests for engagement At sensory stage of meaning

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presentation --> reference Repetition & consolidation Explicit strategies for problem solving

Life-long education

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Early intervention programmes Empowering parents & key workers Support in further & higher education Vocational training and support

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Recreational education - risk & quality of life

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Educational focus to care

Range & Inclusion

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Asperger’s core disorder?

ASD to identify needs

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Inclusion

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Maintain ‘relevance’ Challenge to systems Train personnel Involve peers Recognise as process Continuum and stages

Working with families

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Empathy with parents

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Range of services

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Transactional relationship

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Added resource

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Complementary involvement

Identifying & Sharing Good Practice

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Journals e.g. GAP/ Autism

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UK National initiatives

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NIASA - National Plan for Autism DfES - Best Practice Guidance

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Community research shows no single approach best

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depends on purpose extravagant claims unsupported

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International conferences

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Move away from ‘deficit’ model SEN from

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Condition

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Strengths Interests Environment

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Difference and transactional nature

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Work to strengths

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Match to style Respect for compensation Teach for meaning

Working Towards

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Services available to all from point of need

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Education as a human right for all

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Making parents less vulnerable to exploitation by giving them informed choices

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More co-operation, less commercial competition between service providers and developers of teaching approaches

Principles for Education

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Relevant, meaningful & engaging Least restrictive Current and future quality of life Advocacy, and realism Stress reduction Holistic approach

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Biology

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Psychology Environment and culture

Conclusion

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More ‘bottom up’ understanding and approaches needed More co-operation for truth and dignity and less exploitation Accepting and using professional & personal knowledge Less rhetoric Recognition of values as well as ‘evidence’ base of education

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‘ placebo effect’

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benefits, not just constraints