This module aims to provide participants with an understanding of the key features of autism and ways in which learners can be supported to achieve their potential.
Objectives
On completion of the module you will be able to:
1. Identify the key characteristics of autism;
2. Demonstrate an understanding of the impact of autism on individual development;
3. Critically evaluate strategies for working with autistic learners.
Assignment 2
Title/focus: Good Practice Handbook
Mode: Handbook and an accompanying rationale
Allocation of module marks: 60% of the total marks for this module
Learning outcomes addressed: 1,2,3
Length: 3,000 words equivalent for Handbook + 500 word rationale
Guidance:
Your assignment should be divided into sections to cover the following areas:
• A suitable introduction to autism for the target audience with references to further sources of information;
• A summary of principles for good practice relevant to the professional setting supported by references to appropriate sources;
• An outline of possible approaches that you consider to be appropriate and useful for your setting; this may include references to recognised interventions. You should cite additional reading that would promote understanding and skill development for your audience;
• A short annotated list of further reading and other resources, incorporating sources identified in your Handbook and any additional material that you consider to be suitable. The brief annotations should indicate what may be of use in each resource.
An Introduction to Autism: Assignment 2 Briefing notes
Title/focus: Good Practice Handbook.
You will develop a Good Practice Handbook for your setting, providing appropriate advice for professionals and volunteers who may need to make provision for autistic learners. The Handbook should incorporate both principles for practice and ideas about how these can be translated into specific approaches for your setting.
Mode: Handbook (3000 words equivalent) & accompanying rationale (500 words)
Allocation of marks: 60% of total marks for this module
Learning outcomes addressed: 1,2,3:
Submission date: 12th May 2011 by 4pm (Turnitin submission by 11.59pm)
Your assignment should be divided into a range of sections to cover the following areas:
- A suitable introduction to autism for the target audience with references to further sources of information;
- A summary of principles for good practice relevant to the professional setting supported by references to appropriate sources;
- An outline of possible approaches that you consider to be appropriate and useful for your setting; this may include references to recognised interventions. You should cite additional reading that would promote understanding of these approaches and skill development for your audience;
- A short annotated list of further reading and other resources, incorporating sources identified in your Handbook and any additional material that you consider to be suitable. The brief annotations should indicate what may be of use in each resource.
Your rationale should:
- State aims the Handbook in your setting
- Describe the needs of target audiences (possibly different groups).
- Evaluate your adaptation of the content and presentation to suit perceived needs (have you ‘piloted’ your ideas with any stakeholders?). Incorporate references to relevant sources in the literature.
- Include a bibliography of sources used for the rationale and any sources used for the Handbook but not listed in the sources section of this.
Additional Guidance: some ideas – these are a starting point for your own ideas:
Front cover (eye-catching avoid naming setting)
Contents (page numbers)
Introduction
- Foreword (addressing your audience: purpose & content of Handbook; benefits of using Handbook for different stakeholders including responsibilities of education professionals to cater for needs of all learners)
- Introduction to autism (use diagrams & terminology appropriate to your audience)
Principles for Good Practice
Highlight a range of principles for good practice relating to areas of potential need or strength, and illustrate these with ideas of how they can be translated into practice in your setting (you can include examples of resources or references to sources) e.g:
- Working with parents (home school diaries etc.)
- Managing behaviour through understanding (relate to setting’s behaviour policy)
- Using structure to support learning
- Using visual strengths (examples of visual support systems: visual timetable, traffic light mood indicator etc)
- Teaching social skills
- Preparing for transition (example of information transfer form? Structure of an information booklet about the school to ease transition process?)
- Coping with unstructured times (strategies to deal with breaks etc)
Specific approaches which can be used in the setting e.g:
- Social skills: Social Stories (Gray) etc.
- Communications skills: PECS (Picture Exchange and Communication system) (Frost), Makaton etc.
- Structure: TEACCH ( Treatment & Education of Autistic and Communication-Handicapped Children) (Schopler & Mesibov)
Sources
List sources that might be useful to your target audience/s – indicate which sources are relevant to specific groups through annotations and summaries of the content of each resource.
Texts, websites, films, DVDs & other electronic sources, practical resources, setting contacts, local authority contacts, parent groups locally & nationally etc.
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