TEP Preso - Brett - final

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Asperger’s Syndrome : 

Asperger’s Syndrome Not everything that steps out of line, and thus ‘abnormal’, must necessarily be ‘inferior’. - Hans Asperger (1938) Macquarie Primary School, 2010.

What is Asperger’s Syndrome? : 

What is Asperger’s Syndrome?

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http://www.youtube.com/watch?v=YgElUUJv1JY

What is Asperger’s Syndrome? : 

What is Asperger’s Syndrome? Asperger’s Syndrome is a serious and chronic neurodevelopmental disorder within the autistic spectrum that was first described in 1944 by Hans Asperger (Block & Groft, 2003). Asperger’s Syndrome causes children to think, act and react differently to typically developed children (Kewley, 2001). Asperger’s Syndrome is usually congenital or arises on the basis of brain damage sustained during parturition or the first few years of life (Gillberg, 2002). The prevalence rate of Asperger’s Syndrome is between 36 and 48 per 10,000 children, or between one in 250 of 200 children (Attwood, 2006).

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The signs and symptoms of Asperger’s Syndrome can affect each individual differently. These include: Delayed social maturity and social reasoning Immature empathy Difficulty making friends and often teased by other children Difficulty with the communication and control of emotions Unusual language abilities that include advanced vocabulary and syntax but delayed conversation skills. A fascination with a topic that is unusual in intensity or focus Difficulty maintaining attention in class An unusual profile for learning abilities A need for assistance with some organisational skills Clumsiness in terms of gait and coordination Sensitivity to specific sounds, aromas, textures or touch. (Attwood, 2006)

How is Asperger's Syndrome Diagnosed? : 

How is Asperger's Syndrome Diagnosed?

How is Asperger’s Syndrome Diagnosed? : 

How is Asperger’s Syndrome Diagnosed? “A diagnosis of Asperger’s Syndrome cannot currently be made with confidence before the child’s fifth birthday, and usually not until well into school age” (Gillberg, 2002, p.5). It is important for parents to pay attention to the rate at which their child develops physically, socially and mentally. If there are any signs or symptoms of Asperger’s Syndrome in the child, the parents should make an appointment for assessment as soon as possible (O’Reilly & Smith, 2008). In Australia, diagnosis and assessment for Autism Spectrum Disorders, including Asperger’s Syndrome, is provided by a range of agencies, including specialised assessment services (funded by state governments), state-based autism associations and paediatricians and psychologists working in the private sector(O’Reilly & Smith, 2008).

Diagnostic criteria for Asperger’s Syndrome: Gillberg & Gillberg (1989) : 

Diagnostic criteria for Asperger’s Syndrome: Gillberg & Gillberg (1989) http://books.google.com.au/books?id=gBvjadMASiMC&printsec=frontcover&dq=a+guide+to+asperger's+syndrome&hl=en&ei=lMuiTKL0GMnJcYKf9ZoB&sa=X&oi=book_result&ct=book-thumbnail&resnum=1&ved=0CDcQ6wEwAA#v=onepage&q=a%20guide%20to%20asperger's%20syndrome&f=false The diagnostic criteria of choice for many clinicians in Australia are those of Gillberg & Gillberg (1989), which represent more accurately the original descriptions of Han Asperger and the profile of abilities of children referred for a diagnostic assessment for Asperger’s Syndrome (Attwood, 2006).

Educational Implications : 

Educational Implications

Educational Implications for Brett : 

Educational Implications for Brett Social Brett ‘s language is rather stilted and he has a lot of difficulty relating and communicating with, and to, his peers. Consequently he is often bullied by his peers in the playground. Behavioural Brett is very immature Changes in routine are stressful and can culminate in tantrums. Brett refuses to take part in compulsory classroom talking and listening activities such as drama, debating and speech making. Brett is very interested in music and often has loud outbursts of singing during class. “I am actually a very intelligent person and I don’t understand why the teacher is always punishing me for singing. In the playground the other children are always making fun of the way I talk.” Brett.

How can I found out more? : 

How can I found out more?

Resources for Parents, Teachers and Students : 

Resources for Parents, Teachers and Students

How will our school address these Educational Implications? : 

How will our school address these Educational Implications?

Learning Support Team (LST) : 

Learning Support Team (LST) Team facilitator: Mrs Binet Role: ensure recommendations by LST are included in school’s management plan Team Co-ordinator: Mr Bobson Role: Convene regular meetings, develop meeting agenda, keep and distribute minutes, maintain LST documents. School counsellor: Mr Watson Teacher representatives: Ms. Gibbs and Mr Davidson. Role: Collaborative problem solving. Classroom Teacher: Miss Muir Role: attend meetings when required, implement LST recommendations, monitor students progress and inform LST Teachers Aide: Miss Jenny Specialist Personnel: STLA: Mrs Martin Role: identify and assess students experiencing difficulties in learning plan, implement, monitor and evaluate programs for students with learning difficulties build the capacity of teachers to support students with learning needs. Specialist Personnel: Speech Pathologist: Miss Keller Parents: Mr and Mrs Hall Role: attend meetings when required, implement and monitor home-programs if required.

Social Skills Brett‘s language is rather stilted and he has a lot of difficulty communicating with and relating with, and to, his peers. Consequently he is bullied in the playground. Speech Pathologist: Miss Keller In order to improve Brett’s stilted language and his communication difficulties with his peers, it is vital for Brett to see a speech pathologist regularly who can assist him with his language and communication skills. The speech pathologist can also provide information and support to Brett’s family, teacher and school in order promote further understanding and assistance with Brett’s language and communication. School Councillor: Mr Watson The school councillor can also be of assistance in improving Brett’s difficulty in relating to and communicating with his peers through educating Brett with the necessary social skills. Buddy: Simon Tremens (Year 6) Simon Tremens has volunteered to be Brett’s buddy, which involves spending time with Brett each week during recess and lunch to provide him with opportunities to practice using the language, communication and social skills provided by Miss Keller and Mr Watson. School As A Whole: To address the bullying that is currently taking place in the playground it is necessary for Macquarie Primary to introduce a new Anti-Bullying Campaign.

Anti-Bullying Campaign : 

Anti-Bullying Campaign http://www.bullyingnoway.com.au Everyone is different, but that’s OK! Take a stand against bullying! The Everybody’s Different Song Different kinds of people, different kinds of moodsDifferent kinds of clothes and different kinds of shoesWell, everybody's different and that's okayEverybody's different, take a look around today, Everybody has their little own difference, And that’s, O... kay! Guest Speakers Kindness Awards Mufti-day Singing Performances

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Behavioural Skills Brett is very immature Changes in routine are stressful and can culminate in tantrums. Brett refuses to take part in compulsory classroom talking and listening activities such as drama, debating and speech making. Brett is very interested in music and often has loud outbursts of singing during class. LifeStart To assist with Brett’s behavioural issues including his immaturity and singing outbursts it is necessary for Brett to attend a behaviour management program provided by LifeStart once a week. This may also assist with Brett's behavioural routines. Teachers Aide: Miss Jenny Miss Jenny will have a set amount of time with Brett each week to assist in general classroom activities and more specifically routine changes, talking and listening activities and Brett’s loud outbursts of singing. This may also assist with Brett’s behavioural routines. Speech Pathologist / School Councillor As Brett’s Language and communication skills improve through work with Miss Keller and Mr Watson, we expect so too will his confidence and participation in classroom talking and listening activities. Additionally, there are some teaching strategies that Miss Muir can incorporate that I will discuss shortly.

Assessment Procedures : 

Assessment Procedures In order to assess whether Brett’s Social and Behavioural skills are improving, it is necessary to set a number of short term goals for Brett. These goal’s will be discussed in collaborative consultation in a LST meeting. Short Term Goal Examples: By the end of term: : Brett will be have less musical outbursts within the classroom setting. : When Brett encounters changes in routine, he will be less likely to react with a tantrum. : Brett will be able to demonstrate successful communication with his buddy. Once the goals have been decided upon, the LST will then be responsible for assessing Brett’s progress in meeting these goals. This should include ongoing informal assessments to ensure Brett is on the right track, followed by LST meetings to discuss Brett’s progress and if necessary revaluate Brett’s short term goals. Informal Assessment Examples: : Running records : Systematic observation records : Rating scales; communication.

Teaching Strategies : 

Teaching Strategies Keep changes in routine and class structure to a minimum. Remember that Brett has poor social skills so be patient with his difficulty in communication and be tolerant of his loud outbursts of singing Ensure Brett understands these musical outbursts are inappropriate classroom behaviour. Incorporate a singing lesson once a week as a whole class activity, indicating to Brett that this is the only appropriate time to sing within the classroom. Establish a peer mentor to assist Brett in participating in classroom talking and listening activities. Provide Brett and his parents with advance notice of up and coming classroom talking and listening activities so that he may be able to prepare for them beforehand and participate when required. Provide Brett with plenty of opportunities to practice appropriate social and behavioural skills. Create a set of class rules that have a clear and concise rule on bullying

Learning Accommodations and Adjustments : 

Learning Accommodations and Adjustments It is not yet clear if Brett is able to access all outcomes of the regular syllabus except for the English Talking and Listening Stage Three outcomes.: TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well-organised ideas dealing with more challenging topics. TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively. TS3.3 Discusses ways in which spoken language differs from written language and how spoken language varies according to different contexts. (New South Wales, English k-6 Syllabus, 2007). Due to Brett’s poor social skills and his refusal to participate in compulsory talking and listening activities within the classroom, Brett may not be able to meet the English Talking and Listening Stage Three outcomes, if this is the case is vital for the LST to consult and consider the learning accommodations that need to be made such as access to an additional teacher or personal carer support, as well as the learning adjustments such as Personalised Learning Program for this particular area in the curriculum.

Resources : 

Resources Textbooks: That support inclusion of all students that include specific strategies that can assist in successful inclusion. Recommended Readings: Books specifically related to Asperser's Syndrome or Autism, or classroom strategies for working with a child with a disability. Informal consultancy: teaching colleagues and others have a wealth of experience and may be able to assist through knowledge of disabilities, or classroom strategies. Formal consultancy: vast knowledge in certain areas. Student, Staff and Community Support: Students: Peer Tutors, Classroom ‘buddies’ Cooperative learning groups. Staff: Informal consultancy, Teacher’s Aides. Community Support: Adult/Parent volunteers: Assistance with classroom activities. Community Support: Fundraisers. Assistive Technology: to enhance educational performance. Professional Learning: professional development and training. Funding: to gain further resources. (Arthur-Kelly, et al., 2006).

Thank you for your time today! : 

Thank you for your time today! If you would like more information on what I have discussed with you today, or have any questions, please see me after this meeting.

References : 

References Attwood, T. (2006). The complete guide to Asperger's syndrome. London: Jessica Kingsley Publishers. Attwood, T. (2006). Asperger’s Syndrome. Learning Disability Review, 11(4), 3-11. Block, M., & Groft, M. (2003). Children with Asperger Syndrome: Implications for General Physical Education and Youth Sports. The Journal of Physical Education, Recreation and Dance, 74(3), 38-43. Gillberg, C. (2002). A Guide to Asperger Syndrome. United Kingdom: Cambridge University Press. Kewley, G. (2001). ADHD recognition reality and resolution. Melbourne, VIC: Acer Press. O’Reilly, B., & Smith, S. (2008). Australian Autism Handbook. Edgecliff, NSW: Jane Curry Publishing. Prior, M., & Prior M. (2003). Learning and behaviour problems in Asperger Syndrome. United States of America: The Guilford Press. Arthur-Kelly. M., Lyons. G., Butterfield. N., & Gordon. G. (2006). Comprehensive Classroom Management: Creating Positive Learning Environments. South Melbourne, VIC: Cengage Learning. New South Wales Board of Studies (2007) English K – 6 Syllabus. Sydney: New South Wales Board of Studies.

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