Autism Goes To School, by Dr. Sharon Mitchell (A fictional account…); an Extended Review with < My Thoughts > by Sara Luker
(16% indicates the eReader book location, instead of page reference numbers).
16% “Look around… our classroom runs on routines. These routines are taught using pictures. There are pictures all over the room.”
She told Ben, “Make a list of the things you want Kyle to do in the morning. Leave it on my desk and I’ll try to have some visuals ready for you when you pick him up this afternoon. And remember, show him, don’t tell him…stop nagging.”
< My Thoughts > “Visual Schedules…”
Visual schedules can support learning and help teach self-help and social skills to persons with autism. Several things need to be kept in mind when creating and designing helpful schedules. Some things to remember are that not all people are visual learners. Sometimes the visual schedule needs to be accompanied by an auditory backup, or Smart Phone App.
(16% indicates the eReader book location, instead of page reference numbers).
16% “Look around… our classroom runs on routines. These routines are taught using pictures. There are pictures all over the room.”
She told Ben, “Make a list of the things you want Kyle to do in the morning. Leave it on my desk and I’ll try to have some visuals ready for you when you pick him up this afternoon. And remember, show him, don’t tell him…stop nagging.”
< My Thoughts > “Visual Schedules…”
Visual schedules can support learning and help teach self-help and social skills to persons with autism. Several things need to be kept in mind when creating and designing helpful schedules. Some things to remember are that not all people are visual learners. Sometimes the visual schedule needs to be accompanied by an auditory backup, or Smart Phone App.
Autism Belongs, Book 3 in School Daze Book Series, by Sharon Mitchell, eBook 2015 Edition; an Extended Review with < My Thoughts > by Sara Luker (Note: This is based on fictional characters.)
(28% indicates the eReader book location, instead of page reference numbers).
28% “I asked Jeff that if Manny did have autism, would he ever be like Jeff. He said that Manny will need help – special help.” “Then he asked me why Manny is not in school.”
33% “You have been most kind to us. Certainly, we should like to hear what you have to say.”
Mel studied him carefully. “Well,” she began, “life can be especially frustrating for kids who don’t talk. They have no way to make their wants and needs known. Often, it’s up to the parents to play a guessing game; sometimes we are not very good at it, frustrating the kid even more.”
51% Mel continued. “It’s tough for kids who are nonverbal. They can’t tell us what they want or need, so we have to become keen detectives, watching their behavior and using trial and error.
60% “What do we do now?”
Mel returned to the report – “Pretty standard stuff. Exposure to other children, follow the recommendations of a speech/language pathologist, referral to an occupational therapist for follow-up on sensory strategies, social skills training, maintain a language-rich, structured environment, support routines with visuals and work closely with your school.”
“There is not one thing listed here that we don’t do at school and do well. You won’t need to take time off work to run Manny to appointments; the therapists will come right to the school. And, when they aren’t there the school staff will carry on with the programming these specialists lay out.”
“And all this would happen at school.”
“Definitely. All this and much, much more.” Mel’s encouraging expression contrasted with that of the anxious mother and father in front of her.
REFERENCE:
Bogdashina, O.( 2011). Autism and the Edges of the Known World: Sensitivities, Language & Constructed Reality; eBook.
(28% indicates the eReader book location, instead of page reference numbers).
28% “I asked Jeff that if Manny did have autism, would he ever be like Jeff. He said that Manny will need help – special help.” “Then he asked me why Manny is not in school.”
33% “You have been most kind to us. Certainly, we should like to hear what you have to say.”
Mel studied him carefully. “Well,” she began, “life can be especially frustrating for kids who don’t talk. They have no way to make their wants and needs known. Often, it’s up to the parents to play a guessing game; sometimes we are not very good at it, frustrating the kid even more.”
51% Mel continued. “It’s tough for kids who are nonverbal. They can’t tell us what they want or need, so we have to become keen detectives, watching their behavior and using trial and error.
60% “What do we do now?”
Mel returned to the report – “Pretty standard stuff. Exposure to other children, follow the recommendations of a speech/language pathologist, referral to an occupational therapist for follow-up on sensory strategies, social skills training, maintain a language-rich, structured environment, support routines with visuals and work closely with your school.”
“There is not one thing listed here that we don’t do at school and do well. You won’t need to take time off work to run Manny to appointments; the therapists will come right to the school. And, when they aren’t there the school staff will carry on with the programming these specialists lay out.”
“And all this would happen at school.”
“Definitely. All this and much, much more.” Mel’s encouraging expression contrasted with that of the anxious mother and father in front of her.
REFERENCE:
Bogdashina, O.( 2011). Autism and the Edges of the Known World: Sensitivities, Language & Constructed Reality; eBook.
Dr. Mitchell's book is part of an exciting set called School Daze.
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