Cardinal AmbrozicASD Diploma Support Program

Peer Tutor PresentationSeptember 19/12

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Activity

• With your dominant hand, please write your name and address on a piece of paper.

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Activity continued

• Now, with your non dominant hand write your name and address, while tapping your finger with your dominant hand

• Feedback: How did that feel?

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What Does Autism Spectrum Disorders (ASD)Mean?

• Think of ASD as a rainbow• Wide range of colours displayed in an Arc.• At one end of the rainbow are students with

severe disabilities such as some of the students in the PIP class

• At the other end of the Spectrum are students who are very capable and working towards an OSSD. These students are in the ASD Program

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The Spectrum

See 1.6, 1.7 and 1.8 in the ASD Support Guide

Autism Spectrum Disorders

ChildhoodDisintegrative

Disorder

Rett’sSyndrome PDD - NOSAutism Asperger

Syndrome

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Understanding Asperger Syndrome

(AS)• AS is a complex neurological condition(brain

differences )• In other words these students have a different

way of thinking, caused by differences in the hard wiring in the brain

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AS cont’d

• Think of students with Asperger’s as an IBM computer trying to run it’s software on a MAC!

• Just imagine how many glitches there would be

• It would more than likely not be able to run at all, or crash!

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Understanding Autism Spectrum Disorders

ASD is characterized by impairments in three core areas: 1. communication2. social interaction3. unusual patterns of behaviours, activities,

and interests

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Autism Spectrum Disorders

Communication

Restricted Repertoire of Activities and Interests

Socialization

The Triad of Impairments

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Understanding Autism Spectrum Disorders

In Canada:• 1 in 100 of all children• Currently more than 200,000 cases in Canada • More than 3,000 cases are identified each

year• Dufferin-Peel : 1 in 95

Source: Geneva Centre webpage; http://www.autism.net/faqs/585-what-is-the-incidence-rate-of-autism-spectrum-disorders-in-canada.html

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Strengths:

• Very Strong in some areas of academics (Math & Sciences)

• Computer Skills• Extremely knowledgeable in their area of

interest i.e.: science and video gaming• Honest (sometimes too honest)• Desire for friendships and to fit in

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• Difficulties interacting with typically developing peers

• Difficulty reading and understanding social cues and situations

• Withdraws from or provides unusual responses to social situations

From: Effective Educational Practices for Students with ASD, Ministry of Education, 2007

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Needs and Challenges

Social Challenges

• Unusual eye contact• Difficulty managing and maintaining reciprocal

conversations (may talk at you)• Difficulty reading and using a range of facial

expressions and body language• Limited ability to conceptualize the thoughts

and feelings of others

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Social Challenges

• Unaware of the codes of social conduct• Lack of maturity in friendship skills• Limited ability to detect someone’s true

intentions • Limited ability with team skills

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Social Understanding

“Socializing is harder than any maths question for me. What works for one person doesn’t work for another. People do not always say what they mean, or stick to what they say.”

Marc Fleisher, 2003

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The Role of a Peer Tutor:

• Be open and accepting of differences• Be a good role model• Engage our students in 1-1 casual/social

conversations• Play games with them • Greet them in the hallways and cafeteria• Help them feel part of The Riverhawks Family

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The Hidden Curriculum

• What is it?• What are some examples of the “hidden

Curriculum at Cardinal Ambrozic?• What are some examples of the “hidden

curriculum of teenagers?• What are some unwritten social rules?• Do you usually speak to a teacher like you do

a friend?

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Students with ASD

• Often have difficulty understanding the “hidden curriculum”…knowing the way you speak to teachers, is sometimes different than parents or peers

• For most of you, this is a natural understanding

• Social skills that you automatically understand, our students need specific help with

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Final Thoughts

• We look forward to and are excited to have you work with our students and with us.

• You will be a valuable part of our team.• Questions?• Please ask …no question is too big or too

small!• Thank you Mrs. Abbruscato & Ms. Kidd

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