- worked in special needs/ learning difficulties.
- in general 20% of the population in schools require special education - most can be overcome easily.
- strengths and weaknesses in different areas.
- work best in well structured activities.
- 'playtime' - unstructured, causes panic.
- language and communication, they see the right and wrong in a situation but don't understand the social complications or formalities.
- don't get jokes or sarcasm.
- don't understand emotional situations, total lack of empathy.
- .'triad of impairment'
- downs syndrome - small %, chromosomal disorder (extra chromosome)
- older women having children.
People with disabilities or learning difficulties can still learn, it just takes longer, they need repetition.
generalisation - they are specific, they like to generalise things.
- Communicate through reading and writing
- Lists - comfort and security. Social stories, explain what will happen - no surprises, they feel prepared, nothing seems unexpected.
- electronic aids - iPads, laptops etc. "they've been a god send"
- age appropriate activities, adapt for mental age and actual age, 'simplify'
- backwards chaining - start from the end e.g zipping up a coat, teach the last bit first, working backwards to always show success.
Planning your lesson:
- how are you going to simplify for guaranteed success
- have a flexible approach - have a back up plan, it could be too easy or too hard. You need to plan to be able to simplify your task or be able to extend it.
- awareness of possible behaviour issues, quietly and calmly disengage - stay at a professional distance/ level.
- new things can threaten people with learning difficulties, keep a calm stance, calm presence, project calmness even if your not calm.
- keep your voice low, at a calm level.
- help them adjust to 'the real world' not always calm and organised, well mannered.
- explanation of tasks, where it is, why there doing it, who will be there is essential. Surprises, something unplanned can be seen as a threat or unsettling.
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