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n.martin@lse.ac.uk

Autism and Visual Impairment. n.martin@lse.ac.uk. Overlapping characteristics. Terms like ‘blindisms’ and ‘autistic like behaviours’ used

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n.martin@lse.ac.uk

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  1. Autism and Visual Impairment n.martin@lse.ac.uk

  2. Overlapping characteristics • Terms like ‘blindisms’ and ‘autistic like behaviours’ used • Characteristics may be interpreted as emotional-behavioural difficulties-or as totally related to VI (e.g. self stim behaviours such as flapping) • Difficult to obtain duel diagnosis • Huge individual variation-do not stereotype by impairment label • Terese Pawletco. Focal Points. Fall 2002 1 (2)

  3. Scott aged 17 • Very verbal and very interested in political history • Difficulty with abstract concepts • Sociable but can be overwhelmed in social situations • Intolerant of peers-prefers staff • Likes routines and reacts strongly to unpredictable changes-can be rude-anxious-agitated-angry

  4. Scott • Limited depth and figure ground perception and distance vision • Difficulty screening out noise • Rocks and flaps • Revisiting past anxieties • Vulnerable-sees everyone as his best friend

  5. Scott • Finds it hard to join group interactions-turn taking, flexibility, picking up social cues • Interests not appealing to age group • Enjoys interacting with staff –on his terms-then he is enthusiastic and co-operative • Struggles with complex abstract convoluted language • Finds moving around the environment problematic

  6. Consider-college-challenges-solutions • Scott in a residential college • Scott in placement • Scott in the pub • Scott in the lab • Scott taking an exam

  7. Recommendations • Build on interests and strengths • Help with organisation-starting and ending tasks • Context specific skill development and help with generalisation • Direct teaching-do not assume he will pick things up incidentally • Consistency

  8. Recommendations • Help with daily living skills • An organised environment with a place for everything… • Template to organise desk –possessions • Plan for orientation-sequencing-time management • Stable activity sequences and plans -task analysis ( but plan for generalisation)

  9. Recommendations • Restricted choices • Calm • Domestic –academic and social routines • Help in social situations with peers • Consider vulnerability to exploitation • Plan transitions-avoid surprises • Coping plan (e.g. carrying a card)

  10. Employment • Work trials • Assistance from Prospects or similar • Strengths in repetitive tasks such as data input –or detailed tasks such as research • Hard working and loyal • Address the social environment

  11. My recommendations • It is not always the person with ASC /VI who has to change • His /her interests are just as valid • Bullying is intolerable • Personal statements can be helpful • Self esteem is a fragile and precious thing

  12. Barriers • What sort of attitudinal barriers might Scott face? • From whom? • How could you help him to address these?

  13. Explanations for picture slides-included to stimulate discussion • 1.a boy ‘flapping’ • 6. a challenging sensory environment • 8. group work • 12. a messy work station • 15. a tidy work station • 18. a comment on how popular culture can damage self esteem

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