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Autism and structured teaching

These pages give an overview and include practical classroom suggestions for those who are unfamiliar with teaching autistic children.
The bottom of each page holds a link to the next page (series of 9)

Link to TEACCH Course images


click on controls to play Introduction Video (827kb Quicktime.mov)


Introduction to Autism by Kate Doherty, Senior support teacher, SEELB

In a special school there are pupils with a variety of different conditions and syndromes. The autistic spectrum is one condition which needs consideration and organisation.

Pupils demonstrate a range of behaviours which put them on the autistic spectrum. Some behaviours are less severe than others.

Those who are without structure may be confused, anxious and can display particular challenging behaviours.

These pupils require organisation in their daily lives because they are unable to create it themselves.

Structured teaching is a method of helping children on the autistic spectrum to cope in our disorganised and unpredictable world.

These pages give an overview and include practical classroom suggestions for those who are unfamiliar with teaching autistic children.

For more information on Structured Teaching go to 
Division TEACCH
University of North Carolina


Kate Doherty is a Senior Support teacher in the South East Education and Library Board, Northern Ireland.


Next

Introduction * Deficits of autism * Five Reasons for using structure
* Five elements of structure * routines * physical structure
* daily schedules * individual work systems * visual structure
* www links



ASSESSMENT

NOTES:
The assessment of Autism is not currently included in these pages
All children need to be formally assessed before making a diagnosis of autism. The following developmental signs should be taken into consideration.

What to look for during assessment

1 Emerging Skills

2 Strengths

3 Interests

4 Organisation and Distractibility

5 Attention Span

6 Independence

7 Motivation