Supporting personal and social development through child ...
Supporting your child in secondary school
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Supporting your child in secondary schoolSouth Lee Intervention Team
Transition Tools
Helping students make a smoother
transition to second level
Planning
Identify and include strategies into IEPs
Promote independence in school and home
Schools may require up to date reports
Planning
6th class – Make contact with secondary school early in the summer term to share information and plan strategies
Arrange extra visits as necessary
School Preview
Most children will benefit from seeing, experiencing and learning about a new school before they turn up on the first day
School visit – parents and school
Videotape of school, rooms, brief introduction from teachers
School Preview
Visual guide with photos of key staff such as teachers and assistants
Visual guide of school – map including toilets, staff room, canteen etc.
School Preview
Identify team of core contacts in school This may include, Year head, resource teacher,
guidance counselor, etc
Remember there may be less time to interact with key staff at second level so arrange a system whereby important information can be shared between parents and staff
Transition Workbook
Interactive tool for children, parents and teachers to prepare for the upcoming transition to their new school
Can be downloaded from ASD South Lee blog ( www.asdsouthlee.com )
Passport- Keep it simple!
It might be useful to develop a personal portfolio with the child to outline likes, dislikes, strengths, needs, learning style, hobbies, fears, goals, favourite subjects, time-out and relaxation activities.
The personal portfolio can be passed to staff in school to help raise awareness around the individual’s needs
‘Plan in reverse’
Start with what works for the child and keep it going!
Some examples of this are: in what situation or setting is the student more successful? When does the student perform well? When does the student interact meaningfully with peers?
Things to consider
Transition Year
Sports
SNA support availability
Full/partial curriculum
Difficulties
The four main difficulties your child may experience in secondary school:
1. anxiety
2. organisation
3. transitioning
4. making friends
Anxiety
A high percentage of individuals with HFA and Asperger’s syndrome suffer from anxiety.
A certain amount of stress is an important component in our lives. However, too much stress is debilitating and counterproductive.
Individuals on the spectrum are not adept at recognising their emotional state – they will rarely seek out help.
Organisation
Triad of impairment: rigidity Decreased ability to think into the future and
problem solve. Simple tasks of organising work materials
and work environment difficult. Also coordination difficulties will contribute
to disorganisation- if you can’t coordinate your body you'll have difficulty coordination your space
Transitioning
Rigidity: difficulty making predictions about what happens/to do next, difficulty accepting change
Imagination: planning difficulties Communication: understanding what’s
happening next, what to bring Sensory: busy, noisy environment
Friends
Social interaction: not knowing how to interact, not recognising social cues
Communication: not understanding language, not having language to express oneself.
Sensory: difficulty with auditory processing- especially in group conversations.
What strategy works?
Use visual input!!!!
What is a visual cue?
Why is a visual cue useful?
Augmentative Clarity Organisation Predictability Routines Independence
Using visuals: Anxiety
DIFFICULTIES STRATEGIES
Anxietychanges to routine tripsroom changeteacher absentSensory overloadOrganisational difficultiesFollowing rules
Preventative strategiespredict events/changes in routine
e.g tests, no school tomorrow write into journal social storyvisuals to support changesThermometerMovement breaksSocial stories re AnxietyClear visual rules and consequencesEnvironmental changes
Use visuals: making friendsDIFFICULTIES STRATEGIES (VISUALS)
Doesn’t know what to do in unstructured times Form structured clubs with various activities. Offer choices
Conversation skills Social stories, videos, structure conversation using cue cards etc. Role play.
Inappropriate topics, own interest
Interrupting etc
Visual rules: set times when it is allowed to speak about topic
Vulnerable Problem solving worksheets
Use visuals: transitioningDIFFICULTIES STRATEGIES (VISUALS)
Confused between classes List of things to do-e.g. go to locker, get lunch
Getting lost map, learning to ask, right/left support, identifying landmarks, corridors colour coded, rooms colour coded, colours to toilets etc.
What to do in unstructured times-e.g. lunch Social story, choice of activities, structure the time-eg. clubs etc
Moving between topics in class write headings/lesson outline in board and rub out when finished.
clear start and end to topics
visual link between topics e.g diagrams
Visual cue that change is occurring.
Switching your attention Physical cue
Staying on appropriate topic Classroom rules
Use visuals: OrganisationDIFFICULTIES STRATEGIES (VISUALS)
Messy workspace Visual layout, work systems
Handwriting Laptop, use of workbook, scribes,
Understanding & following directions
Write page number on the board
Post-it’s, written schedule/blackboard
Taking down homework write up & extra time
Following timetables Organisation & Colour coding
Exams/tests Scribes, extended time
Taking down notes Paraphrase notes, complete sentences, reducing distraction on board
Bringing correct books Colour coding
Completing tasks Visual layout (PE, Practical)
E.g left to right, tick charts,
Example of comic script conversation
Examples of video social stories
South Lee Autism Intervention team.
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Useful resources
www.asdsouthlee.com www.aspire-irl.org www.nas.ie South Lee Autism Services (021)
4347087
Resources
Getting ready for school: Transition Tips for Students with Autism from Kluth, P. (2003).
Breaking Down Barriers to Learning “South Lee Autism Team: Transition Booklet” Asperger Syndrome – practical strategies for
the classroom Teaching Students with Autism – a resource
guide for schools (British Columbia Ministry of Education)
bced.gov.bc.ca/specialed/docs/autism.pdf