Autism in the Mainstream Classroom

April is characterised by autism awareness month, and the 2^nd of April is World Autism Awareness Day. The current stats for autism prevalence stand at around 2% of the world’s population  – that is around 140 million people. In South Africa, we can estimate that about 1  million people – so we are fairly certain that somewhere during your teaching career you will encounter a learner with autism.

Autism is a spectrum disorder and so we often encounter learners who are, what we would term, high functioning autistic. These children can generally cope with the academic aspect of school, but  find it hard to socialise, or are seen as rude because

 they don’t understand the social rules that we all pick up incidentally or naturally. We all know that when we are attending a course, we need to be quiet while the facilitator is talking, nobody told us this, we have picked it up incidentally through life.

So how can we help these learners that will inevitably find their way into our classroom?

1. Create a visual schedule

                This is simply providing the learner with a schedule at his level of learning. Learners with autism are typically visual learners, and so often verbal instructions are not processed. We therefore, need to provide them with a visual schedule, you can use objects, photographs, symbols or the written word – depending on the child’s level.

2. Provide structure and routine within your classroom

Structure and routine are two characteristics that are sometimes used to define the culture of autism. People with autism thrive on structure and routine.  This is why you need careful planning and structuring of your classroom. Make sure the learner with autism is aware of where they sit for different activities, and where different activities take place. If they find it difficult moving from one class to another, or even from the classroom to the toilet, provide them with a picture of the teacher they are going to, or the picture of the place they are going to. They can then give the picture to the next teacher, or place it in an envelope or box when they arrive at the specific place they need to be.

3. Provide them with a help card

         Autistic individuals and learners may get stuck on a task, and not know what to do. We can help them with this by providing a help card. Due to communication being a problem, this card may help them express their need for help. They can have it on their table and hold it up when they need to, or in their bag or a pocket, and put it on their table if they need help.

4. Keep your language short and simple

     Avoid using figurative language like “it’s raining cats and dogs”, or “keep your eye on the ball”. You may end up with the learner holding the ball up to his eye, or really expecting to see cats and dogs coming from the sky.

Due to the visual nature of autistic learners, when we give them an instruction, they often only hear the last part of the instruction, e.g. “Don’t run”, the learner will hear “run” and proceed to run, rather say “walk”

5. Provide opportunities for a break

       

      Sensory overload is a common issue that many with autism have to deal with. It happens when there is too much information around them, and they are unable to cope with the amount of information. And so we see a meltdown. Again, provide your learner with a break card, and give them the opportunity to use this card when they begin to feel overwhelmed – this may be as simple as going for a walk. Going to sit in a room where no one else is around, or maybe just some time on an iPad.

With these tips, we can help our autistic learners integrate into mainstream schools where they can learn and where we can also raise awareness, understanding and acceptance. But, we also need to support them socially. So look out for the next post on supporting learners socially in a mainstream school. 

Pictures from My Cute Graphics

Fine Motor Skills and why we should be incorporating them everyday

Our fine motor skills are the skills we use daily, but don’t think about. They are in use when we get dressed, do the dishes, tie our shoelaces, type an email, draw a picture, even eat food or a simple smile, and that conversation you had with your child? Well there are fine motor skills there as well. So, what exactly are they?

Most people know that they involve the small muscles in your hand, while few people realise it involves the small muscle movements in your face as well – your mouth, tongue and lips, as well as your feet.

Fine motor skills sometimes need a little help to develop. There are plenty of activities available on the internet for parents and teachers to have a look at, but many do not look at the implications of using fine motor skills, and why they need to be developed properly. Let’s have a look at typical development and how these skills develop naturally.

Fine Motor Development Skills by Age
0-6 Months	·      Reflexive grasp – this should be present at birth ·      Uncontrolled or Involuntary Reaching for objects ·       Voluntary grasp ·       Using 2 hands to grasp something (whole hands, also known as the 2 handed palmar grasp) ·       By 5 months, a 1 handed palmar grasp ·         Controlled reach by 5 months
6-12 Months	·         Reaches and grasps objects, puts them into their mouth ·         Able to release objects in a controlled manner ·         Development of the pincer grasp – using the forefinger and thumb to pick up small items ·         Moves items from one hand to the other hand ·         Is dropping and picking up toys
1-2 Years	·         Building a tower of 3 or more blocks ·         Can put pegs into a pegboard ·         Turning the pages in a book ·         Scribbling ·         Paints with whole arm movement ·         Beginning to feed themselves ·         Can hold and drink from cup independently
2-3 Years	·         Beginning to thread using large beads ·         Can now turn single pages in a book ·         Starting to cut with scissors ·         Can hold a crayon, not using the fist grip ·         Beginning to use dominant hand more and more ·         Uses wrist action to paint – no longer whole arm movement ·         Can roll and pull playdough ·         Can now eat without assistance
3-4 Years	·         Now able to build a tower with 9 blocks ·         Can copy a circle and a cross ·         Can make simple items with playdough – rolling into a snake ·         Uses the non-dominant hand to help
4-5 Years	·         Can cut on a line continuously ·         Copies a cross and a square ·         Can write their own name ·         Writes number 1-5 ·         Able to copy letters ·         Established dominant hand ·         Can get dressed and undressed independently
5-6 Years	·         Can cut out simple shapes ·         Can copy a triangle ·         Can also colour in between the lines ·         Is able to hold a pencil with the tripod grip – thumb, forefinger and index finger ·         Can glue paper ·         Able to draw a basic picture
6-7 Years	·         Able to form most letters and numbers ·         Can write on the line ·         Has control over pencil movements ·         Able to build Lego or similar building blocks ·         Can tie own shoelaces

Not only do these motor skills help us eventually with writing and tying our own shoelaces, they also have an impact on our cognitive functioning.

Our motor movements have been found, with the use of neuroimaging techniques, to be linked to the cognition centres of the brain. Fine motor skills have been found to be a strong indicator of later cognitive ability, particularly reading and math skills.

This is why they are important skills to develop, and when we see them lacking we need to help out. To help you out, we have developed a fine motor checklist with activities to help identify if there is a gap in the development process. 

Have fun getting to know your class

So you've had a few weeks to settle into school, and it's all going well,  but as teachers we really need to get to know who the little people are in our classes.

I often get to know the parents of my class well. Why? Well, quite simply they are the experts on their child, you can learn so much from them, and this is important because, we as adults do not go into jobs we don't like, we don't eat things we don't like, so why are we making children learn things that are not important to them?

Yes, there are parts of our job that we do not enjoy, and so there are parts of school that no one enjoys. But, why are teaching them to count using teddy bears when they like dinosaurs?

I therefore, find it incredibly important to find out what makes my learners tick. And, there are a few activities that you can use to do this.

There are games to play, and a simple google search will help you out there - I always like to start off with the concrete and consolidate with a worksheet or more abstract activity.
So for the concrete activity you can have a look at our hot air balloon activity, where you can make 3D hot air balloons to hang up in your class. This way, all the learners in your class can see what everyone else likes, and you may even see new friendships develop...

If you want something a little more simple, have a look at our getting to know your class book.

Most importantly, get to know your class! I find this one of the most important aspects of starting off your year well, you class will respect you more, for trying to teach them about what they are interested in, and quite simply they may enjoy class and school more...

Using Independent Work Binders in the South African Mainstream Classroom

Independent binders are a great way of helping the learners in your class develop independent learning. This, I find particularly true in a special needs environment. Not only is it true, it is also an essential part of a special needs classroom.

But, while I realise just how important this is in my special needs classroom. I began thinking about how they can be used in a mainstream class. 

Create centers in your class

Have an area in your classroom which your learners are able to access throughout the day. In this area, place a learning activity (read:binder) which your learners need to complete at some point throughout the day. In order to do this, laminate the pages of the binder you would like to use, and supply the area with whiteboard markers for your learners to use. This activity may be math, literacy, or life skill related. It may even be an art activity. Not only, are you able to assess their level of independence, but also their level of task initiation, and task completion. 

It may also keep those fast workers occupied for a little while, and give you some time to work with your weaker learners. 

Make flashcards

Use these to create ladybug themed
 flashcards

The binders do not have to be used strictly in the sense that you would like them to be used. You can also use them as different themed flashcards. Take the Spring themed bundle and create alphabet and number flashcards as well as colour flashcards. 

Or create snail themed flashcards.

Play games

You can play games, such as snap, or even memory with what is included in the bundle. Again, print and laminate what you need and you have an instant themed game for your class. Remember, if you have different levels of groups in your class, while you are focusing on one group, you may be able to keep the other group occupied with a game. Or, use the game as a fun reinforcement activity of a concept you have been teaching. I always find games seem to help get the concept across.

If you have any more ideas, please feel free to share them in the comments below.

Creating Workbox Tasks

Hi everyone!!
Sorry we have been so quiet recently. Both of us have had some major changes happening... But we're getting back to normality slowly.
I thought for our first post of the year, I would introduce you all to something I have been looking rather closely into. Workbox Tasks.
Workbox tasks are a great way for creating independent learning. They will provide your learners with structure and routine - in a special needs environment, these two are tantamount to success.
To begin with a workbox classroom, you will need to create independent work stations for each child - these need to be free from all distractions, if you're lucky enough and have space use dividers between the desks to create cubicles. Only use these stations for worktasks, you still want the social aspect of teaching when doing group learning.
Create a schedule for your learners to show them how much work they need to complete when they are working on work tasks.

Now for the tasks:
Firstly, I would like to show you two of mine which I have just created, these two are what we call 'put in/on tasks'. These are the most basic of tasks, and this is what you begin with when introducing your learners to workbox tasks.

First I created a matching task:

Start off with an ice cream box - you can get them from any of the Westpack Shops or plastic shops, get some plastic eggs - also a Westpack item, and some foam numbers from the crazy store. 

Get the kids in the class to match the numbers and close the eggs - this is great for fine motor tasks as well.

When they have finished, make sure they put the completed egg back into the box, complete the other eggs and pack them all away. 

The second task I have included, is a fun one for Easter -

Pick up some more eggs from westpack, and I found these very cute little chicks at China Mall. The eggs are R12 for 10 and the chicks were R2 each. 

Get the kids to put the chicks into the eggs to complete the task - or take them out, if they are unable to put the eggs together.

I hope this gives you some insight into the world of workbox tasks. Have fun with it!

Reading Eggs

I recently stumbled onto a wonderful set of apps developed by the Reading Eggs team. Don't let the name fool you though. They have also designed apps for numeracy. 

Together with their apps, you are also able to create an account on their website, and follow each childs' progress. 

The apps are really great, and the kids in my class have thoroughly enjoyed working on them - in fact they will choose these apps instead of games!! Below is just a few of the apps that I have had the opportunity to work with:

• Eggy Phonics 1: Short vowel words

Eggy phonics allows you to create as many users as you need, which is really fantastic if you only have one tablet in your classroom. It will also show you the progress of each child, therefore allowing you to see where a child is struggling, and also giving you the opportunity to help that child. 

Once you have selected the child's name, you are taken to a screen which will have two options - words or reward game,

The words game, is a graduated level game. You start on level 1, and with the word cat. Once you have completed all 6 activities, you are then given a short reward and are moved onto the next activity. 

Activity one, is a simple match the word spoken to the correct picture, after completing this level correctly you must then spell the word - this gives you both the letter name and the letter sound. After completing these activities twice, you move onto bubble words - you have to pop the bubbles to spell the word. Your final activity is writing the word. You then earn a badge, and depending on how well you have done, you are awarded a certain amount of game time - you may use your game time straight away, or save it until you have a certain amount,

Eggy phonics begins with the -at word family and moves through the different families.

• Tap the Cat

Tap the Cat has various activities, ranging from Speak and Listen to Draw and Paint.

1.     Speak and Listen

The app will show you the word, and you then need to record yourself saying the word - great for those battling with a speech impediment.

2.     Smart Quiz

Here, you need to listen to the question and then select the correct question. This I find really useful when working on auditory perception skills. It begins with questions such as; “I can moo. Who am I?” It covers animal sounds and identification , initial sounds as well as associations and colour identification.

3.     Letters

The child must find the matching letters. This activity will help the child learn both the letter name and the letter sound.

4.     Writing

After writing the word, the child is then able to save their best attempt at writing the word.

5.     Sight Words

Take the bunny home to complete this very cute activity. Get the bunny to jump to the correct word until you have eaten the green carrot.

6.     Vocabulary

Matching the word to the picture – touch the word and then select the correct picture.

7.     Time to Rhyme

This activity begins with a good description of what rhyming words are. You are then given a sentence such as; On the house I see a ______ . To complete the sentence, you will need to choose the correct rhyming word.

8.     Draw and Paint

This is a fun activity, your child can paint 6 different pictures.

Eggy Words 250 HD

This is one of the favourites in my class. This is a variety of sight words, which appear on the screen on eggs. You need to touch the correct word. You can choose different speeds and levels. This is a great activity to help with visual tracking.

Eggy Add to 20

In this app there are various games to choose from; balloons, teddy, snowboard, sheepdog, memory and fishing. You are given a sum, and then need to choose the correct answer. With this app, the activities are all very different and require different skills. Some require you to find the answer, while others require you to work out what numbers will give you the answer.

 All of these apps are available in the South African App store as well, and are R24.99 each.

What to do for Mandela Day (18/06/2014)

So Mandela day is approaching, and we have all heard about the 67 minutes of doing something good in our communities, or for those who are less fortunate. Many of our kids are currently on holiday, but that is not a reason to let them stay at home and not get them involved. And for those teachers who are working, get your class involved. 

Lets create responsible citizens who give back to their society or community. But, what should we get them to do?

Teachers:

• Start a blanket/food drive for those who have no blankets or food - particularly in this cold weather. When you have collected a certain amount, get the kids to hand over the items.
• Collect food for the local animal shelter, or blankets. They are always appreciative of any donations.
• Run a soup kitchen from your school for the day - approach a local supermarket and ask them for donations, let the kids make the soup and hand it out. Get the parents involved for this one.
• Ask the kids to collect books, and donate them to a poorer school - you could also get the kids to read a story.
• Go pick up litter outside of the school grounds.
• Take the children to an old age home or an orphanage and let them read to the elderly or abandoned. 

Moms and Dads

• Get your kids to sort through their toys and clothes and donate them.
• Spend a day at an animal shelter and offer to take the dogs for a walk, or play with the cats. If you're feeling brave, help clean out the enclosures.
• Go pick up litter around your neighbourhood.
• Take some flowers, or bake something nice to take to an old age home or an orphanage. 

I'm sure there are many more things to do, these are just a few suggestions. And as long as we keep giving back and helping others, we will be living up to the expectation of Nelson Mandela, and hopefully contributing somewhat to the legacy he left behind.

For more information go have a look at, http://www.mandeladay.com/