1 / 21

Lynn Plimley

Lynn Plimley. Lecturer in ASDs, School of Education, University of Birmingham Education Advisor, Autism Cymru lynn@autismcyrmu.org. Wendy Lawson Temple Grandin Luke Jackson Donna Williams. Jim Sinclair Clare Sainsbury Nita Jackson Gunilla Gerland. Wendy Lawson (2001).

Sophia
Download Presentation

Lynn Plimley

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lynn Plimley Lecturer in ASDs, School of Education, University of Birmingham Education Advisor, Autism Cymru lynn@autismcyrmu.org

  2. Wendy Lawson Temple Grandin Luke Jackson Donna Williams

  3. Jim Sinclair Clare Sainsbury Nita Jackson Gunilla Gerland

  4. Wendy Lawson (2001) “dining rooms, TV rooms the games room and the bar are all terrifying places and I will avoid them if possible., … Lining up for meals was very uncomfortable…… When I finally arrived at the meal counter I took whatever was given to me, located a table with an empty seat to sit down at and attempted to eat my meal. Unfortunately I needed more time to think about what I wanted to eat, so because I hadn’t taken the time I often ended with a meal I didn’t like or couldn’t eat!” p.174

  5. Carol in Sainsbury (2000) “The issues I find most important for teachers and students alike are tolerance, acceptance, understanding and a willingness to learn” “Teachers and students need to learn that acceptance is more than tolerance. They need to value the diversity that an autistic child brings to the classroom”

  6. Luke Jackson (2002) ‘ ‘Are you listening to me?’ ‘Look at me when I am talking to you’. AS kids how familiar are those words? Don’t they just make you groan? (And that is putting it politely!). Adults seem to make a really big deal of getting people to look at them when they are talking. Apparently it is seen as rude if you don’t look at least in the direction of the speaker. The world is full of so many stupid rules. I really hate this one’. (p.70)

  7. Donna Williams (2007) ‘Who failed to teach so called ‘normal’ bullies of the rich social tapestry of diversity or equality in difference? Who gave these bullies the presumptions they were so much more normal than others till their narcissism could no longer perceive the pathology of THEIR own condition, THEIR lacking? If we teach such children that others are ‘broken’ versions of themselves, we are may be reinforcing the bullies own superiority’

  8. Jim Sinclair (2005) ‘It’s hard to have a good measure of self-esteem if you are the one who is always being helped…. Let us know how we can help you’

  9. Clare Sainsbury (2000) ‘Nobody believed I could have problems paying attention, given the complete absorption with which I could focus on some things. But I could not shift my attention from one subject to another by an act of will’

  10. Gunilla Gerland (1997) ‘I want to do this because other kids are doing it’ ‘Look at what I just did !’ ‘I want to do this so that the teacher will like me better’ - I have no access to this kind of motivation and I think it’s important that the teacher really understands this

  11. Temple Grandin (1997) ‘I find great value and meaning in my life and I have no wish to be cured of being myself. If you would help me don’t try to change me to fit in your world. Grant me the dignity of meeting me on my own terms-recognise that we are equally alien to each other… Work with me to build more bridges between us.’

  12. Try living in our world (2007) www.niccy.org.uk • Review of needs and services for children and young people with Asperger syndrome, aged 10-18 in Northern Ireland • 35 individuals with AS gave their own views on a range of topics, including their experiences at school • And to give their views on the advantages and disadvantages of having AS

  13. The downside of having AS “Sometimes it’s hard to know what people mean” “People make fun of you” “You find it hard to meet with other children , to mix with them” “Teachers single me out and put me down” “The inability to understand oneself and others”

  14. The good points “You can be smarter than others” “You react to things very quickly” (You have) “ a memory that amazes people” “Specific knowledge within a particular field of expertise” Positive qualities of :- Good concentration and honesty

  15. Making school experiences more positive • Teachers need to know more what it is like to have AS • There should be talks in schools … so that people understand better • I wish for people to merely make it easier for us… Our lives are horribly hard. We are forced to live in a norm world. Why can’t someone try living in ours ?

  16. How can we help ?

  17. Ideas and social strategies – to last a lifetime • Social stories to provide a social scaffold to situations they manage well or need more help with • Circles of Friends/ Circles of Support to enable peer understanding and support • Peer group support via Buddy systems for specific social/school events • Social valorisation around school – being a mentor, tutor or expert

  18. Classroom based • Social skills groups that target learning new concepts and ideas • Having coping strategies that will be understood by peers and staff • Being recognised for their strengths and utilising those to the greater good • Having their own ASD champion – the interpreter of events for them

  19. The world outside • Social valorisation in the community • Gainful and rewarding employment • Job coaching • Maximise independence • Vocational training • Use their special interests • The ASD Attention Card

  20. The Way Forward • We are the ones with empathy, imagination and flexibility. We understand our world • Our duty is to • Understand • Build a trusting relationship • Become a champion of ASD • Make others aware • Look to the future and what will equip them for adulthood

  21. SourcesGerland,G (1997) A real person. Life from the outside. London:Souvenir Press Grandin, T (1995) Thinking in pictures, and other reports from my life with autism. New York: DoubledayGray, C (2000) The new Social story book. Arlington TX: Future Horizons. www.thegraycenter.orgJackson, L (2002) Freaks, geeks and Asperger syndrome. London: Jessica Kingsley PublicationsLawson, W (2001) Understanding and Working with the Spectrum of Autism. An Insider's View. London: Jessica Kingsley PublicationsNorthern Ireland Children’s Commissioner for Children and Young People (2007) Try Living in Our World.www.niccy.orgPlimley, L and Bowen, M (2006) Autistic spectrum disorders in the Secondary school. – the ASD Attention card. London PCP/Sage Plimley, L and Bowen, M (2007) Social skills and the autistic spectrum. London PCP/Sage Sainsbury, C (2000) Martian in the playground. Bristol: Lucky Duck publishingSinclair, J (2005) Personal conversationWhitaker, P, Barratt, P, Joy, H, Potter, M and Thomas,G (1998) Children with autism and peer group support suing circles of friends. BJSE. 25 (2) 60-64 Williams, D (2007) http://blog.donnawilliams.net/category/autism

More Related