1. Ideas for the Post Primary Classroom

2. Sensory What can we do? Reduce Visual Distractions
Minimise display boards
Cover resources and books
Switch off whiteboard and computers when not used
Consider Position in the class
Seated away from windows and doors
Allow personal space
Establish a quiet/calm area
Limit distractions and allow time to calm
Provide calming items
Ensure consistent access throughout the daily schedule
Provide sensory activities
Movement programme
Resources e.g. Regular movement, stairs, gym ball, gym equipment, tactile box
Include regularly throughout daily schedule
Consider classroom acoustics
Provide some soft furnishings in the room
Establish silence before speaking
Use visual communication strategies
Provide alternative space for group work

3. Involve and Inform Peer Group
Social
Others must understand autism if they are to help and if the student with autism is to be successfully included
Simple introduction to autism - thus explaining social and communication difficulties which in turn will justify different expectations - e.g. different motivators
“once you tell others, the burden of making social blunders is lifted.”
Paul Hughes

4. Consider the use of Peer Mentors
Could help with
Repeat, review and clarify classroom instructions
Act as a partner between student and others
Training in social skills
Awareness and coping strategies for sensory needs
Communication needs
Organisation
Time management
Structuring of written assignments
Problem-solving

5. Responsibilities of student mentor NAS
1. Meet the student at agreed times and locations. 2. Advise the student by /text of any unavoidable changes to arrangements at least 24 hours in advance. 3. Keep a record of work done and issues arising, which can be referred to in review meetings with the Learning Support Department 4. Communicate with the student in clear and specific terms, providing written instruction as a back up where appropriate (e.g. in tasks the student may be required to complete in their own time). 5. Attend regular meetings and training, as required by the Learning Support Department 6. Any other support consistent with the defined role of student mentor.

6. Responsibilities of student NAS
1. Meet your mentor at agreed times and locations. 2. Advise your mentor by of any unavoidable changes to arrangements at least 24 hours in advance. 3. Attend review meetings with the Learning Support Department when requested. 4. Communicate any concerns or difficulties in working with your mentor to your Learning Support Co-ordinator

7. Developing independent study and work skills
Supportive Technology
Note Taking with Livescribe and Voice Recognition Software
Developing independent study and work skills

8. High tech solutions! Smartpen Electronic Organisers
The Smartpen is a high tech solution that students can use when they have the motoric capabilities to write but may not be able to process information quickly enough to take accurate notes.
This device will record lectures as you take notes, write key words, draw pictures, etc.
Livescribe makes several different pens that all have similar operations
Smartphones and iPod devices may also be used as electronic organizers for calendars, agendas and organizing websites
Android Smart Phone
iPhone
iPod Touch

9. Apps
There are some websites that are also available in app form such as dictionary.com which provides definitions and synonym options for words
Evernote also has the capability of recording auditory while typing notes
Diigo is great to organize and bookmark websites when writing research papers

10. Apps
It is important that schools make use of the technology available to support the needs of young people with autism.
We must teach the young people to use such devices so that they can take such techniques to the workplace.
Wilczynski et al, 2013
Some of you may have access to touch tablets so we wanted to include some helpful apps for organizations
myHomework app is a mobile, digital planner that helps high school and college students keep up with assignments, tests and classes
inclass i s student planner app for iOS and can be used on the iPhone, iPad, or iPod Touch.
It provides the ability to view tasks by class, due date and priority.
The app works offline but you need Wi-Fi to share notes or back up your data

12. http://www.spark- space.com/education/spark- educator

13. Practical classes: Structure
Contextual and Cultural Appropriateness Donaldson,1978
Ensure the student with autism has a clear concept of the task
Provide increased structure
Ensure there is a clear beginning and end to the task

14. Mind Mapping

16. Timetable of completion

17. Essay writing Formula

18. Group work continues to cause difficulty
When social skills are absent, educators cannot fully engage students in a variety of learning experiences, especially those that are cooperative.
As teachers increasingly use cooperative learning strategies across the curriculum, the need for students to have strong social skills is evident.
To participate fully in cooperative learning, some students with difficulties need training in skills such as giving and receiving feedback, listening, and appropriate self-disclosure.

19. Foreperson:_____________________Spokesperson:__________
Scribe:________________________________________________
Title
Reason 1
Reason 2
Reason 3 1. 2. 3.
Conclusions