Maths With Meaning
8/07/2014
Autistic Spectrum
Dis Order
Overcapacity
To the optimist, the glass is half full. To the pessimist,
the glass is half empty to an Autistic, the glass is
twice as big as it needs to be.
Brain associated diagnoses of autistic
spectrum disorders
First and foremost, we now know that there is no one cause of autism just as there is no one type of autism.
Over the last five years, scientists have identified a number of rare gene changes, or mutations, associated
with autism.
The cortex
provides
reasoning
and analyses
data
Low blood flow
to these parts of
the left
hemisphere is a
finding in some
autistic young
people.
The limbic system is in the
centre of the brain, controlling
primitive, emotional responses
The cerebellum regulates
body language and interacts
with cortex for spoken
language
Diagram Source:
http://www.patient.co.uk/s
howdoc/21692469/
taking
Taking
everything
everything
literally
literally
excessive
talking or
no talking
at all
communicates
to express
needs only
Difficulty
following
complex
instructions
unable to
interpret
signals and
moods
lack of eye
contact or
body language
Social
Communication
no understanding
of body language
/ facial expression
Lack of
interest in
others
irrelevant
Irrelevant
aspects
brought
aspects
into into
brought
conversation
conversation
passive in
conversation
Social
interaction
Autistic Spectrum
Disorders
(The Triad of
Impairments)
repetition
of
phrases
involved but
inappropriate
actions
Inabilityto
to
Inability
interpret
interpret
words
words
Difficulty in
making
friends
'role plays'
characters
Social
imagination
unable to
predict
situations
difficulty
accepting the
ideas of
others
inflexible in
behaviour
Inability
inabilityto
to
transfer
transfer
skills
skills
relies
Relieson
on
set
set
routines
routines
aloof and
withdrawn
obsessive and
compulsive
tendencies
• http://www.youtube.com/watch?v=0QVPUIR
GthI&feature=kp
Autism is mainly one’s interpretation of their
own view which can be very different from
the rest of community or another autistic
person so we need to have different
approaches and methods based on how our
learners see the world.
One of the most important factors is to make
them feel relaxed and assure them of no
complication in teaching by simple, clear
instructions.
• Store had 8 baseballs left. Tom bought 2;
What % did he buy?
• Asperger students spend time wondering,
How many did the store have in the
beginning? since “left” means subtract from a
larger total.
• Strategy: verbally fill in potential problem
information suggesting problem is about the
current supply-not the entire supply.
Language is the scaffold that can help organise and
communicate accurately in all mathematical concepts.
 Modify the questions- relate them to students’ obsession
 Use pictures to show instructions
 Students should not be required to use a particular solution strategy for a given problem.
 They should be encouraged to find as many ways as possible to solve problems.
 They may benefit from previewing strategies of making different choices, transitioning use of
materials, etc. before expected to work in class.
 Simplify; repeat the complex, check for understanding in writing
 May need to support flexibility in thinking
• Student A: The question is giving too much
information.
• Student B: Should I change everything to grams
or Kg. There isn’t enough information.
• Student C: it is a tricky question because it is
telling a distracting story- I need direct
information.
• Student D: The question is very wordy. I don’t
know what I am looking at and what is expecting
of me.
• The spelling of the name is wrong so the
question is wrong.
• Do they have any reserve players. What if one
of the players can’t go to one of the games?
Does he still need to pay?
“We’re just going to put our pens down
now so that I can tell you about what’s
happening after lunch”
“pens down, listen”
Are you going to solve the Maths problems “please do your maths
now?
problems now”.
“Paints dry out if you leave the lids off”
“put the lids on the paints when you
have finished using them”
Hold your horses ( where are the horses)
Please wait.
Are you all right? ( To the right of what)
Do you need help?
In a minute ( I have to wait for 60 seconds)
Wait till I finish this job.
Been tied up in a meeting ( integration!!)
Sorry I am late.
1.
Write down the days of the week.
2.
Which number is bigger?
95
30
15
45
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Good practice for all learners, including those with
autistic spectrum disorders
•
Very clear instruction, no competition
•
Many examples to apply skills learnt in different practical situations
•
Variety in approaches to explain the reason for certain activities
•
Positive reinforcement of learning
•
Introduce new behaviour to replace the repetitive act (S, used to shout out loud
(Anxiety) in the middle of the lesson and he agreed to replace it with chewing gum)
•
Excellent resources (bought and made)
•
Approaches based on individual’s own experiences, knowledge
•
Approaches based on individual’s interests
•
Application of individual learning styles
•
All learners on the autistic spectrum are unique. Each learner has their own strengths
and weaknesses. For some it is purely social and communication, but for many there are
difficulties with hand skills, movement skills, attention, concentration, behaviour and
sensory processing.
•
•
•
We need to try to get to know and assess learners and their particular skills and develop
a tailor made programme that will challenge their specific difficulties.
Time out is one of the most important needs for Autistic learners and if they learn to ask
for time out before they get anxious then their life is going to be much easier
Some students have red, green and orange cards to express how they feel
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