Strategies to help peers and families understand and accept a peer with ASD

When a child with autism starts in a new class or school it is, understandably, a very stressful event in their lives and the lives of their families. One way to make this process as successful as possible is to help the other children in the class, and their families, to understand, accept, value and welcome the child with ASD. This artefact lists some ideas for achieving this. However, ultimately it depends on the parents, or families, wishes as to how much, if any, information they wish to share, with whom and by what method. Some parents are confident to stand up in front of a class and happy to share their childs diagnosis. Others may not feel comfortable doing either of these things. Cultural preferences also need to be considered and acknowledged. This kind of strategy demands collaboration between the family and the teacher and teacher aide, if there is one available. Sharing of examples used by families in the past would be valuable.

Parent talk with the class

Depending on the preference of the parent this could be in the form of: A power point or video specifically about their child A generic power point, video or story book A presentation along the lines of Bernie Wastneys ideas

Ideally the child should be present with their peers, however, for some children seeing their parent in school like this maybe too distressing. In this situation arrangements could be made for the child to be with the TA in a different place e.g. class have their lunch in the classroom whilst the parent talks to them whilst TA and child with ASD have their lunch in usual setting.

Information book about child

This can be made by the child and their family to be kept in the classroom. It might include things the child likes and dislikes. What they may do if they are upset or anxious. What the other children can do to be good friends to them. It should also include information about allergies or specific needs the child may have. This could be aimed at the children themselves or at the adults in the class or even better, a book for both. Sections in the sample booklet below include: home life, morning routine, play time, communication, expression, learning styles, what I learned, what I want to learn, favourite things, and favourite people. This book is available to buy at:
http://www.teacherspayteachers.com/Product/Transition-Book-Supporting-Students-with-Autism-3057 30

Letter to class families

This can be written by the parent or the teacher or both, and be sent out to families as a hard copy or attached to a class email. This could include ideas about being a good friend to a child with ASD, for families to share with their child. This link provides an example of an introductory letter sent to the teacher and families of a new class.
http://www.aspires-relationships.com/articles_a_introductary_letter_to_other_parents.htm This link provides tips on what to include in a letter. http://aspergerfamily3.wordpress.com/2010/06/12/letters-to-schools/

This hand out Ideas from the FRIEND Program about being a friend to a person with autism produced by Autism Speaks provides a useful example. It is available at:
http://www.autismspeaks.org/sites/default/files/documents/family-services/friend_program.pdf

Meet the teacher evening

Some schools have a semi-formal Meet The Teacher evening, at the start of the year, for parents to meet the new class teacher as a group. The family of the child with ASD may wish to have an opportunity to speak to this group of parents at this meeting or to talk to them over refreshments afterwards.

Class Lessons
There are many ideas on the internet for lesson to help classmates learn about a child with autism. Some useful links include: http://www.gov.pe.ca/photos/original/ed_autisminc.pdf
http://www.aspergersyndrome.org/Articles/Understanding-Friends-A-program-to-educate-childre.aspx http://www.inmyshoes.co.nz/downloads/Web-Resources.pdf

The following are brief descriptions of lesson plans I would consider using in my New Entrant Classroom.

1. Are We The Same or Different?

Learning Outcomes Everybody has likes and dislikes, similarities and differences, and skills and challenges. Curriculum Links English processing information Math graphing and statistics Key Competency Relating to others Teaching and Learning Activity Discuss: How sometimes we like the same things as our friends and sometimes we do not. Make a list of 10 objects, activities, situations etc. and record how many children like or dislike these things. Make a class graph to record the data.

2. Guess how I feel?

Learning Outcomes For children to realise that it is difficult to read facial expressions. For children to realise that there are different ways to feel about some situations. Curriculum Links Drama communicating feelings. Health relationships with other people Key Competency Relating to others Using Language Symbols and Text

Teaching and Learning Activity Have one set of cards representing situations and another set representing emotions. A child takes a card from each pile. Support the child to read the situation out loud using the voice and expression of the emotion card. The rest of the class has to guess the emotion, and then discuss reasons why someone might feel that way. Example: I went to the beach------scared--------I dont like the noise of the waves

3. Role Play
Learning Outcomes An opportunity for children to practise appropriate ways to respond to classroom situations. Encourage child with ASD learn an appropriate way to respond through modelling by the other children. Curriculum Links Drama communicating feelings Health - relationships with other people - personal well being Key Competency Relating to others Thinking Teaching and Learning Activity Make set of cards with classroom scenarios on them. Pick one and ask the children What would you do if? A child picks a card and then acts out the scenario on the card. e.g. I need to go to the toilet. It is too noisy in hear. I forgot my lunch.

4. Facts about autism

Learning Outcomes Children in the class will learn about autism. Children will generate questions and discuss issues they have regarding autism.Curriculum Links Literacy- discussing ideas and processing information Technology- make a movie Key Competency Using language, symbols and text Relating to others Thinking Teaching and Learning Activity Brainstorm ideas about autism. Share the book My Friend With Autism and the video ASD and Me. Add to brainstorm. Use the information to plan a movie informing other classes and their families about autism.

5. Using visuals
Learning Outcomes Children will learn there are different ways to communicate and using visuals is one of these. Curriculum Links Literacy- speaking and listening Social Science- understand how people express themselves Key Competency Using language, symbols and text Thinking Teaching and Learning Activity Start the lesson by introducing myself by signing My name is Tracy. Discuss how there is more than one way to communicate. Ask for a volunteer to set out some shapes onto a grid. Give the instructions in a foreign language. Talk about how the child might be feeling and why. Share a visual of where to put the shapes and ask the child to repeat the task. Talk about how some children use a visual timetable to help them, compare it to the class visual timetable on the interactive white board.

References
Bishop, B. (2011). My Friend With Autism. Future Horizons Incorporated. DeMars, T. (n.d.). Explaining Autism to Children: ASD and Me. Retrieved October 2013, from YouTube: http://www.youtube.com/watch?v=SU-7946HlMw Ellis, J. (2009). Additional Resource Page. Retrieved from In My Shoes: http://www.inmyshoes.co.nz/downloads/Web-Resources.pdf Faherty, C. (n.d.). Understanding Friends A program to educate children about differences, and to foster empathy. Retrieved October 2013, from Oasis @ Maap: http://www.aspergersyndrome.org/Articles/Understanding-Friends-A-program-to-educ ate-childre.aspx Ideas from the FRIEND Program about being a friend to a person with autism . (n.d.). Retrieved October 2013, from http://www.autismspeaks.org/sites/default/files/documents/family-services/friend_pro gram.pdf

Letters to school. (2010). Retrieved from Our Asperger Family: http://aspergerfamily3.wordpress.com/2010/06/12/letters-to-schools/ Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media. Newland, L. (2004). A Introductory letter to other Parents. Retrieved from Aspires: http://www.aspires-relationships.com/articles_a_introductary_letter_to_other_parents .htm Timmons, V., Breitenbach, M., & Maclsaac, M. (n.d.). Educating Children about Autism. Retrieved October 2013, from http://www.gov.pe.ca/photos/original/ed_autisminc.pdf Transition Book {Supporting Students with Autism}. (n.d.). Retrieved October 2013, from Teachers Pay Teachers: http://www.teacherspayteachers.com/Product/Transition-Book-Supporting-Students-wi th-Autism-305730 Wastney, B., Te Kooro-Baker, G., & McPeak, C. (2007). Parental suggestions for facilitating acceptance and understanding of autism. Kairaranga, 8(2), 15-20.