content-left-bg.png
content-right-bg.png

Strengths in accessing the curriculum for students

WebPartZone1_1
PublishingPageContent

​​Students with Autism Spectrum Disorder (ASD) often demonstrate a unique way of learning characterised by preferences or strengths in processing information that is presented:

  • in chunks or pieces (gestalt processing or a focus on immediate information, not the global or whole picture)
  • simply, clearly and in an uncluttered format
  • as non-transient (it stays available to the student such as visual information; verbal instructions can be fleeting)
  • sequentially (in a set and pre-determined order)
  • holistically within a context to support comprehension
  • with links to already known concepts, interests and memories
  • with a focus on concrete concepts and information (facts) not abstract or variable concepts or information.

The above preferences can present as learning strengths in some students in the following manner:

  • good visual and spatial memory useful for copying, following models of the end product, remembering information that is presented visually or matching and decoding information
  • rote learning abilities, such as reciting and learning letters, patterns, words, sequences and numerical patterns and abilities to recall factual information
  • ordering information such as numbers and a desire to attribute a numerical value or order to abstract or new concepts such as possibility, chance, or the future (e.g. a predictable routine or sequence, assigning a percentage, ordering objects or activities)
  • the ability to follow established routines, rules or patterns consistently such as using templates or organised work systems independently
  • the ability to quickly learn and adhere to consistent rules and patterns in language
  • the visual recognition of numbers, patterns, images, letters and words in a range of contexts and environments
  • an interest and often large amounts of knowledge in specific topics or concepts which may be extended, linked to further learning and concepts or used to motivate engagement and increase success
  • a preference for active learning such as sorting, matching and physically building or manipulating materials
  • a preference for visual learning from adaptations such as video models, visual cues, mapping, following lists and using visually sequential work systems and work stations
  • some young children with ASD learn to read accurately at a very young age and may start Prep already reading or have well-developed maths and ordering concepts
  • an interest and preoccupation with reading and the gathering of facts and information useful in the role of 'expert presenter' or topic co-ordinator responsibilities.​​​​​​

WebPartZone1_2
WebPartZone2_1
WebPartZone2_2
WebPartZone2_3
WebPartZone3_1
WebPartZone3_2
WebPartZone3_3
WebPartZone3_4
WebPartZone4_1
WebPartZone5_1
WebPartZone5_2
WebPartZone6_1
WebPartZone6_2
WebPartZone7_1
WebPartZone7_2
WebPartZone8_1
WebPartZone8_2
WebPartZone9_1
Last updated 04 September 2020