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Autism Hub
Resources
Online transition resource
Information for educators
Day-to-day routines
Specialist lessons
In this section...
Day-to-day routines
Classroom activities
Outside play time
Specialist lessons
Currently selected
Ending the day
Supply teachers
Starting the Prep day
Before the bell
Group and mat time
Eating and getting ready to play
Packing up and finishing tasks
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Specialist lessons
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Rules and routines
Possible issues
not wanting to follow rules and routines of specialist lesson/staff
resisting variations or changes to rules and or routines
avoiding participation
controlling interactions or sequences and routines.
Possible reasons for issues developing
flexible thinking and executive functioning challenges; coping with changes or variations to usual rules and routines
limited opportunities to practise specialist lesson routines and rules
communication challenges: understanding the spoken and written instructions, information and discussions; responding to new communication partners; requesting information, assistance and/or items
sensory processing differences: changes to sensory information due to new environment; busyness and lesson noise can be distracting
information sharing between Prep staff and specialist staff is reduced.
Suggested strategies and tips
share information regarding the student's learning preferences, interests and any sources of stress - such as challenging tasks - so the specialist teacher may include or manage these preferences or challenges using a template such as the fast facts template in the transition booklet
provide regular and planned opportunities for specialist staff to share and request information regarding the student and their preferences or stress triggers
use the changed learning environment as an opportunity to examine what routine cues and instructions the student understands and which ones the student appears only to understand within the Prep classroom or routine
consider how students will be supported to transition through activities: what routines, work systems or sequences are already familiar with the student
add extra structure, such as a set place, to return and sit at; mats or chairs to sit on; a repetitive routine such as starting and ending with the same song or activity
use visual supports to enhance understanding including a list of tasks to be completed and what will happen next after the specialist lesson
provide extra opportunities to practise and learn the rules and routines necessary for specialist lessons; present these rules and routines visually (photo, video model, image, list of steps)
consider using a visual reward system to assist teaching and motivating the student to learn new routines and rules.
Engagement in the lesson
Possible issues
withdrawal from activities or lesson
insistence on being in control of activity or sequence
difficulties coping with the social aspects of the activity such as winning and losing; sharing; joining discussions
preoccupation or fascination with a specific topic or subject.
Possible reasons for issues developing
communication challenges: understanding the spoken and written instructions, information and discussions; responding to new communication partners; requesting information, assistance and or items
sensory processing differences: changes to sensory information due to new environment; busyness and noise of lesson can be distracting
information sharing between Prep staff and specialist staff is reduced so motivating and strengths based tasks are less likely to be included
reduced experiences or knowledge of subject matter or activities
difficulties predicting what will happen next and what is required of them so avoids or withdraws from activity or lesson or chooses own topic of interest.
Suggested strategies and tips
use
visual supports
to enhance understanding: a list of tasks, schedule showing what will happen after the lesson; visual cues and prompts; visually clear work systems and sequences; visual marks to show where to sit, stand, wait, participate
clearly include interests and strengths in the schedule or list of tasks to provide
motivation
consider using ICT applications to provide instant visual supports and alternate options of presentation or demonstration (e.g. digital story books, Explain Everything, Creative Book Builder)
use
peers
to support engagement: as models, scribes, buddies using ICT, helpers, demonstrators and explainers
use known
routines
, sequences and work systems to support engagement
consider what reason the student has to participate: what is in it for him or her; what works in the Prep classroom; what does not appear to work
consider and adjust if possible the
sensory environment
: minimise noisy and busy transitions by providing rules and routines or staggering them
teach and explain the
language
required for the lesson: teach knowledge concepts as well as the language required to participate.
differentiation tips for students with ASD
.
Moving to and from specialist classrooms or areas
Possible issues
resistance to leaving/returning to the classroom
repetitive questioning
overly active and running away.
Possible reasons for issues developing
flexible thinking - resistance to finishing tasks and going to new environment
difficulties predicting or uncertainty regarding where they are to go to and with whom
becoming overly excited and aroused by the movement and change
the student may not know what else to do to calm themselves or get the information they require.
Suggested strategies and tips
assign a
peer buddy
to assist with transition: teach the student to walk with the buddy
use known routines and sequences to support understanding and maintain calm
develop predictable routines and sequences for packing away equipment and activities and transitioning between tasks and environments; practise these routines regularly and before going to specialist lessons
use visual cues such as a photo of the next activity or environment to so the student is able to predict what is next and what will be required of them
allow extra time to process verbal information
consider the option for the student to access quiet and or preferred tasks immediately after specialist lessons so as to assist them to regulate their arousal levels
use a story-based intervention to teach the student what happens in the specialist lesson and what will be required of them
provide opportunities for movement and
sensory breaks
before, during and immediately after the specialist lesson as necessary; show breaks in schedule (music first, then playground)
provide increased structure such as hand to hold, item to carry, line to walk along, chair to wait on, circle to return to.
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Last updated 18 September 2020