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Strategies for Supporting People in Employment who are on the Autistic Spectrum including Asperger Syndrome, ADHD and Tourette’s Syndrome. Learning outcomes.

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Presentation Transcript

Strategies for Supporting People

in Employment who are on the

Autistic Spectrum

including

Asperger Syndrome,

ADHD and

Tourette’s Syndrome


Learning outcomes
Learning outcomes

  • To establish the accepted features and behaviours associated with Autistic Spectrum Disorder including Asperger Syndrome, ADHD and Tourette Syndrome

  • To explore a variety of approaches that can support and/or exacerbate the difficulties that learners with these conditions experience

  • To identify an appropriate approach to responding to a learner and reporting when any of these conditions are suspected

  • To reflect on personal preferences attitudes and beliefs associated with the behaviour exhibited by learners with these conditions and consider how these can impact on practice


Icebreaker activity
Icebreaker Activity

  • In small groups you will be using all the information and experience you have of all of the conditions included in this unit.

  • This activity involves matching the information on cards under the headings Title, Definition, Symptoms and Causation.

  • You need to work across all the groups to share views, opinions and gain information about each other.


Question and answer activity
Question and Answer Activity

On your own, design a non-ambiguous question to find out from a partner how they like to learn. You can base this question on your own preferences for learning i.e. reading, working in a group, being shown, trial and error etc., your understanding of learning styles or your understanding of these conditions or ideally a combination of all three.

In pairs identify who will be A and who will be B (A will need to be able to pretend they do not understand the question)


  • A ask B your question,

    B answer as yourself – this is not a role play

  • B ask A your question,

    A answer as yourself but after you have thought about it for 2 minutes (this will be timed)


  • A ask B your question again with any modification, expansion or reduction you would like to make from your previous experience

    B answer using images and/or pictures and/or symbols.

  • B ask A your question again with any modifications you would like to make from your previous experience

    A answer as if you have not understood the question – this is a role play!


When may a condition show itself and how
When may a condition show itself and how? or reduction you would like to make from your previous experience

  • Historically in a previous educational setting e.g. school or previous course of learning

  • Presenting at application stage to the organisation

  • At the first meeting with a Support Worker

  • During an induction/learning programme while support is being given


Plenary
Plenary or reduction you would like to make from your previous experience

  • Each group read out the title and questions from your prompt card and feedback your conclusions

  • How would you report your observations and who in your organisation would it be most appropriate to report to?


Analysing a case study
Analysing a Case Study or reduction you would like to make from your previous experience


Building case studies through consequences
Building Case Studies through ‘Consequences’ or reduction you would like to make from your previous experience

In 4 groups we will develop 4 Case studies reflecting the

knowledge and experience you have brought with you and

the information and understanding you have gained.

You will make contributions to the case studies under the

following headings:

  • History

  • Presentation at Learning Programme

  • Initial meeting with Support Worker

  • Appropriate and Inappropriate Support

  • The Return of Your Learner


Unit accreditation overview

Unit Accreditation Overview or reduction you would like to make from your previous experience


apt Unit Title: or reduction you would like to make from your previous experience Strategies for Supporting Learners in the Autistic Spectrum including Asperger Syndrome with ADHD and Tourette Syndrome

Level: 2 Credit Value: 2GLH: 16

Level: 3 Credit Value: 2 GLH: 14


Thank you for your participation please complete our evaluation form

Thank you for your participation or reduction you would like to make from your previous experience

Please complete our evaluation form


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