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Ensuring Student Success

How can parents and learning managers work together to
ensure success for students with ASD?

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Dimensions of Learning 4:
Use Knowledge Meaningfully
Help students develop complex reasoning processes
through investigation.
Investigation types:
Historical
Definitional
Projective
Provide students with graphic organisers to help them
understand and use the process of investigation

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Graphic Organiser:
Concept / Scenario
How can parents and learning managers work
together to ensure success for students with
ASD?
Known or Agreed Upon: Confusions or Contradictions:



Resolution:
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ASD Characteristics:
Autism Spectrum Disorder (ASD) is
a lifelong developmental disability
that affects the way an individual
relates to their environment and the
way they interact with others
(Ashman & Elkins, 2002, p. 125).
Trouble communicating as they
have difficulties understanding
others
Limited or no eye contact
Difficulty expressing themselves
Social awkwardness
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ASD Characteristics:
May become aggressive, self-injurious or ignore others and their
surrounding
Frustration or pain when exposed to certain sensory factors
Intense or odd interests in unusual topics or objects, unusual
play
Intense concentration or focus, especially on a preferred activity
Repetitive behaviour
Difficulty managing transitions, changes in routine, stress,
frustration
Uneven skill development
Usually have developed skills of high levels in certain areas



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Case Study:
Tommy is a 7-year-old boy with autism. He is currently in Grade
One and studying in the Mackay area. Tommy displays the
following ASD characteristics throughout the school day:
Difficulty communicating with his peers and frequently fails to
respond when people speak to him.
Never initiates conversations.
Rarely makes eye contact with other individuals.
Becomes upset and loses his temper throughout the school
day due to a lack of ability to communicate his needs and
wants.
If interested in a subject, He will engage and achieve intended
learning outcomes.
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Primary Data: Interview
A parent and learning manager of a child diagnosed with
ASD:
Parent: "It is vital to have a close working relationship
with the learning manager of your ASD student. They
know their child better than anyone else and can help you
understand why they do what they do and what triggers
they may have, they can also give you their own tried and
true strategies for calming them down and getting the
best work possible from your student.
Learning Manager: " It is also extremely important that
the learning manager takes great care in fostering this
parent relationship and being mindful of the way they
present information in regards to the child, as parents of
ASD children are very much aware of how 'full on' and
'time consuming' their child is."

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Graphic Organiser:


Concept / Scenario:
Known or Agreed Upon:
Confusion
1. Trouble communicating:
Limited or no eye contact
Difficulty expressing themselves
May ignore others and their surrounding
2. Social awkwardness
3. Behaviour:
Can be aggressive
May cause self-injurious or Frustration or pain when
exposed to certain sensory factors
4. Intense concentration or focus, especially with preferred
subject matter
5. Repetitive behaviour
6. Difficulty managing transitions, changes in routine,
stress, frustration
7. Uneven skill development
8. Usually have developed skills of high levels in certain
areas
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Confusions and Misconceptions:
Diagnosis
Myth: Autism is a mental health
disorder.

Truth: Autism is a neurological
disorder. Studies of the people
with autism have revealed
abnormalities in brain structure
and neurotransmitter levels.

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Confusions and Misconceptions:
Behaviours
Myth: Individuals with autism are violent.

Truth: Though there have been recent news stories relating
autism to violence, violent acts from autistic individuals usually
arise from sensory overload or emotional distress, and it is
unusual for individuals with autism to act violently out of malice or
pose any danger to society.
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Confusions and Misconceptions:
Treatment
Myth: Therapies and programs for
individuals with autism work across
the board.

Truth: There is a wide range of
symptoms and behaviours
associated with autism, as well as
opinions on when treatment is
required. Since each individual is
different, treatments and therapies
that may be beneficial and effective
for one person may not be for
another.
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Graphic Organiser:
Concept / Scenario:
ed Upon:
Confusions or Contradictions:
1. Autism is a psychological or emotional condition, False. It
is a neurological disorder.
2. Autism can be cured, false There is no known cause of
most cases of autism. The best scientific evidence points to
a combination of genetic & environmental influence.
3. Autistic suffers are violent people or perform violent acts,
false. Violent acts by autistic students usually arise from
sensory overload or emotional distress.
4. Violence is common, false. It is unusual for individuals
with autism to act violently out of malice or pose any danger
to society.
5. All students with ASD exhibit the same characteristic and
can be treated the same way, false. Each child is unique.
Different treatments and therapies that may be beneficial
and effective for one person may not be for another.
6. Students with ASD can not learn or be taught, false.
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Educational Setting:
Integration - ASD are no longer placed in
an isolated special setting.
Schools and learning managers need to be
informed of ASD and understand both the
challenges and rewards.
Individualised Education Programs (IEP).
Learning managers, parents, and school administrators need
to work together to improve educational results for students
with any disability (NCLD, 2013).
Set clear expectations & boundaries. Be consistent. Develop
structure. Practice & provide repetition to build understanding &
skills.
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Educational Setting:
Visual supports for example transition timers, timetable schedules,
subject cards, choice cards and emotion posters.
Modifications to the curriculum.
Classroom awareness
Classroom environment and assessment tasks cater for the
individual learner enabling them to reach their full potential and
meet their learning needs.


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Assessment:
Adaptive / modified assessment tasks individualised so
students are able to reach their full potential and meet their
learning needs
Explore a variety of assessment methods. Examples of
classroom-based assessment methods that are used by
learning managers on a regular basis to assess student
learning include the following:
Observations
Teacher-designed tasks
Interviews with the student
Criterion-referenced academic tests
Functional assessments


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Assessment:
Using clear and unambiguous language to highlight what
exactly is required of the students in both assessment tasks
and rubrics.
As some students have difficulties with multiple choice papers
or handwriting, other options need to be taken into
consideration for example the use of computers to type their
answers.
Inclusion of technology. Computer programs, applications and
devices provide excellent resources curriculum and
assessment opportunities.
Assessment tasks that are based on and individuals interests
and strengths will not only engage students with ASD in both
assessment tasks and everyday classroom tasks but will also
make the task seem authentic (ADCET).

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Tips for Parents:
Tip # 1:
Provide Structure:
Consistence.
Schedule.
Reward good behaviour.
Create home safety-zone.
Tip # 2:
Nonverbal ways to connect:
Nonverbal cues.
Figure out need behind tantrum.
Make time for fun.
Pay attention to your childs sensory sensitives.
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Tips for Parents:
Tip # 3:
Create a personalised ASD treatment plan:
Strengths and weaknesses.
Behaviour causing most problems.
Important skills child is lacking e.g. communication.
How does my child best learn?
What does my child enjoy?

Therapies available:
Behaviour therapy
Play-based therapy
Physical therapy
Occupational therapy
Nutritional therapy
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Graphic Organiser:
Known or Agreed Upon: Confusions or Contradictions:
Resolutions:
1. Learning managers need a firm understanding of Autism Spectrum
Disorder and the processes for reporting.
2. Schools and learning managers need to have procedures in place to
identify students with ASD.
3. Communication between the family and learning managers / school is
vital.
4. Modified curriculum tasks.
5. The use of visual supports transition timers, timetable schedules,
subject cards, choice cards, emotion posters.
6. Depending on severity of the student, individualised education
programs can be implemented to cater for their learning needs.
7. Assessment tasks depend on strengths (if students has difficulties
with oral presentations, a different assessment task will be required)
depending on levels of support.
8. Base assessment tasks around their interests.
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Ensuring Student Success:
Information surrounding ASD students clearly indicates their potential
and abilities for success. Armed with the relevant, up to date
information and strategies, parents and learning managers can work
with ASD students to ensure their academic success within the
educational setting.


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Completed graphic Organiser:
Concept / Scenario
How can parents and learning managers work together to ensure success for students with ASD?
Known or Agreed Upon Confusions or Contradictions:
1. Trouble communicating:
Limited or no eye contact
Difficulty expressing themselves
May ignore others and their surrounding
2. Social awkwardness
3. Behaviour:
Can be aggressive
May cause self-injurious or Frustration or pain when exposed to certain
sensory factors
4. Intense concentration or focus, especially with preferred subject matter
5. Repetitive behaviour
6. Difficulty managing transitions, changes in routine, stress, frustration
7. Uneven skill development
8. Usually have developed skills of high levels in certain areas

1. Autism is a psychological or emotional condition, False. It is a
neurological / biological disorder.
2. Autism can be cured, false There is no known cause of most cases of
autism. The best scientific evidence points to a combination of genetic &
environmental influence.
3. Autistic suffers are violent people or perform violent acts, false. Violent
acts by autistic students usually arise from sensory overload or emotional
distress.
4. Violence is common, false. It is unusual for individuals with autism to act
violently out of malice or pose any danger to society.
5. All students with ASD exhibit the same characteristic and can be treated
the same way, false. Each child is unique. Different treatments and
therapies that may be beneficial and effective for one person may not be
for another.
6. Students with ASD can not learn or be taught, false.

Resolutions:
1. Learning managers need a firm understanding of Autism Spectrum Disorder and the processes for reporting
2. Schools and learning managers need to have procedures in place to identify students with ASD
3. Communication between the family and learning managers / school is vital
4. Modified curriculum tasks
5. The use of visual supports transition timers, timetable schedules, subject cards, choice cards, emotion posters
6. Depending on severity of the student, individualised education programs can be implemented to cater for their learning needs
7. Assessment tasks depend on strengths (if students has difficulties with oral presentations, a different assessment task wi ll be required) depending on
levels of support
8. Base assessment tasks around their interests

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Reference List:
Ashman, A., & Elkins, J. (2002). Educating children with diverse abilities.
French Forest, NSW: Pearson Education Australia.
Australian Disability Clearinghouse on Education and Training (ADCET).
Teaching and Assessment Strategies for Students with Aspergers
Syndrome. Retrieved from:
http://www.adcet.edu.au/View.aspx?id=4359
Cafiero, J. (May, 2008). Technology Supports for Individuals with Autism
Spectrum Disorders. Retrieved from:
http://www.cafierocommunications.com/articles/TIA508.pdf
Canada Health. (2014). 5 Common Misconceptions about Autism.
Retrieved from: http://o.canada.com/health/5-common-misconceptions-
about-autism
Cohen, L., Manion, L., & Morrison, R. (2004). A Guide to Teaching
Practice. London: Routledge Falmer.
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Reference List:
Department of Education, Training and Education (Queensland
Government). (2014). Adjustments for students with an autism spectrum
disorder. Retrieved from:
http://education.qld.gov.au/staff/learning/diversity/educational/asd.html
Harris, A. (2012). John Hopkins School of Education. Visual Supports for
Students with Autism. Retrieved from:
http://education.jhu.edu/PD/newhorizons/Journals/specialedjournal/Harris
Heick, T. (2013). Autism awareness month: 6 strategies for teaching students
with autism. Retrieved from http://www.teachthought.com/teaching/autism-
awareness-month-6-strategies-for-teaching-students-with-autism/
Hyde. M, Carpenter. L, Conway. R. 2010. Diversity, Inclusion and Engagement
(Second Edition). Oxford University Press
Marzano, R. (1992). A Different Kind of Classroom, Teaching with
Dimensions of Learning. Alexandria: Association for Supervision and
Curriculum Development.

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Reference List:
Marzano, R., & Pickering, D. (1997). Dimensions of Learning. Denver:
Mid-contient Regional Educational Laboratory.
McMillan, J. (2004). Classroom Assessment, Principles and Practice
for Effective Instruction. Boston: Pearson Education, Inc.
NCLD Editorial Team. (2013). National Centre for Learning Disabilities.
What is an IEP? Retrieved from: http://www.ncld.org/students-
disabilities/iep-504-plan/what-is-iep#startOfPage
National Health Service (NHS). (2014). Autism Misconceptions. Retrieved
from:
http://www.nhs.uk/Livewell/Autism/Pages/Autismmythsandfacts.aspx
PBS. (2013). Autism Myths and Misconceptions. Retrieved from:
http://www.pbs.org/pov/neurotypical/autism-myths-and-
misconceptions.php

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Reference List:
Raising Children Network. (2013) Thinking and learning strengths in
children with autism spectrum disorder. Retrieved from:
http://raisingchildren.net.au/articles/autism_spectrum_disorder_learning_st
rengths.html
Smith, M. W., Bhargava, H., Cassoobhoy, A., Nazario, B., & Hammam, K.
(2014). Autism spectrum disorder health centre. Retrieved from
http://www.webmd.com/brain/autism/understanding-autism-basics
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler.
(2009). Psychology 'Applied to Teaching'. Milton, QLD: John Wiley & Sons
Australia.
Walker, H. (2011). iPad Update. Autism Spectrum Australia. Retrieved
from:
https://www.autismspectrum.org.au/sites/default/files/PDFuploads/iPad_0.
pdf
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2010).
Literacy 'Reading, Writing and Children's Literacture'. Sydney: Oxford
University Press.