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INCLUDING CHILDREN WITH ASPERGER SYNDROME IN MAINSTREAM SCHOOLS

INCLUDING CHILDREN WITH ASPERGER SYNDROME IN MAINSTREAM SCHOOLS. JANINE JERLING Specialist Teacher - ASD. PREVALENCE. 60 out of 10,000 children under 8 year has AS (MRC, 2001) The rate for whole population is much higher

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INCLUDING CHILDREN WITH ASPERGER SYNDROME IN MAINSTREAM SCHOOLS

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  1. INCLUDING CHILDREN WITH ASPERGER SYNDROME IN MAINSTREAM SCHOOLS JANINE JERLING Specialist Teacher - ASD

  2. PREVALENCE • 60 out of 10,000 children under 8 year has AS (MRC, 2001) • The rate for whole population is much higher • In a mainstream school with 500 children there should be at least 3 children with AS • LEA of 50,000 children there should be at least 300 children with AS • The quality of education, children with AS experience, determines their future development in a mainstream society.

  3. Gerland (1997) and Sainsbury (2000) • Over recent years education interventions and services have been developed and enhanced. • The depressing outcomes reported in earlier texts on Autism and Asperger syndrome are no longer valid. • The impression was given that it was not possible for children with AS to make significant progress in mainstream schools. • These negative accounts were often based on inadequate educational provision for children with AS and the exclusion from mainstream schooling.

  4. Many individuals with AS have always and are still living independently, been in employment and may have had a partner and children The proportion of individuals in this group is likely to increase as provision and quality inclusive education becomes more effective.

  5. It is important to foster and maintain a positive and optimistic approach. The success of those with AS should be publicised to show that, given appropriate support and resources, the difficulties arising from AS can be managed effectively and particular interests and skills maximised and valued. Adopting perspectives, which promote optimism and inclusion, and a belief that teaching staff and parents can make a difference, are essential.

  6. Including children with Asperger Syndrome into Mainstream Schools

  7. INCLUSIVE EDUCATION • School is one of the most challenging environments for learners with AS (Jones, 2002) • Unless learners are helped to make order from the chaos, they are not likely to learn effectively. • Training and the increasing ability of mainstream staff to differentiate for children with AS, is causing more schools to becoming able to meet the needs of these learners. • Many schools are developing specialist centres / units to accommodate children with AS and to give them support in the mainstream environment.

  8. SPECIALIST CENTRE 12 Pupils with ASD Support base for learners ‘SAFE HAVEN’ Give structure to day / curriculum 75% of mainstream lessons 25% Specialist teaching Train and prepare learners for Mainstream living. Support given in mainstream lessons Support parents & family Resource base for outside agencies

  9. CHILDREN WITH ASPERGER SYNDROMEGROW INTO ADULTS WITHASPERGER SYNDROME

  10. The NAS predict a 98% unemployment rate amongst Adults with ASD in the UK • WHAT CAN WE DO TO SOLVE THIS PROBLEM? • WHERE DOES EMPLOYMENT PREPARATION START? • WHO IS RESPONSIBLE FOR THIS PROCESS?

  11. FUTURE STUDIES

  12. WHY FUTURE STUDIES? Individuals with AS have the need to know: WHY? All the facts! The purpose of doing things. The outcome of something.

  13. FUTURE STUDIES The PURPOSE of: • School • Rules • Parents • Jobs • Friends • Life Everything has a purpose

  14. Form part of IEP • Personal, social and health Education curriculum • Learner Centred • Short and Long term • Learner’s vision of live and learning • Personal strengths and weaknesses • Opportunities and threats • Purpose of school • Different subjects taught • Choosing of GCSE subjects • Career options and opportunities • Personal attributes and achievements

  15. Job applications • CV / interviews • College / training / university • Workplace and routines • Social skills needed • Employers / Teachers / Support workers • Work Experience preparation • Careers Department

  16. WORK EXPERIENCE • Visit from possible employers • Visit to possible jobs • Look realistically at possibilities • Realistic expectations • Where? • What? • How Long? • Skills needed (to be taught) for job • Roles in Job • Obstacles • + and -

  17. Preparation for Work Experience • Role Play • Visit to job • Note preparation / diary keeping • Does the student need support • Prepare employer and colleagues • Include Parents • Teach necessary skills for job • Review / evaluate the experience

  18. THE PROGRAM Very successful Been used for two years in my centre Hope to publish by end of 2005 Hands-on material for educators / parents

  19. CONCLUSION • Children with Asperger Syndrome can be included into mainstream schools, given the school can give the necessary interventions and support. • Specialist centres have proved to be very effective and successful in including children with AS into mainstream schools. • Developing programs and teaching-aid for children with AS should be an ongoing process and all educators should be encouraged to do so.

  20. Time for some questions

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