A neurotypical inclusionist, embracing neurodiversity through the day job, through social media and through bespoke autism and inclusion related resources and training.
A neurotypical inclusionist, embracing neurodiversity through the day job, through social media and through bespoke autism and inclusion related resources and training.
A list of words to describe the necessary behaviour for building independence. Words are accompanied by their opposites. The format is designed to be printed, cut out and laminated for future use. The words can be used to help build sentences with varied vocabulary when discussing independence in class. The can be used to represent two ends of a continuum for learners to self assess against the behaviours.
This resource is designed to help learners explore barriers to becoming more independent.
The resource consists of case studies and a page of visual prompts to be considered as possible ways to break down barriers to independence. E.g. role playing an activity before doing it for real or using google images to plan a route to an unfamiliar place. Both effective ways to reduce anxiety levels.
Learners are required to consider up to four basic cases studies and offer advice from the options provided. Advice can be different forms depending on the level of the learner e.g. Learners can illustrate the advice, using sheet 2 as guidance, they can copy the label of the advice or they can form their own sentence(s) inspired by the options provided.
The activity can be used with the key words for independence to embed literacy skills.
A simple matching activity to begin exploring the age you have to be to legally do various activities in the UK.
The Word document is easy to edit so you an add topics suited to your group.
This has been used as part of independent living skills, Citizenship and exploring Emotions and Behaviour.
This powerpoint is designed to give reassurance to learners who are feeling anxious on their first day of college. It was designed with autistic learners in mind but would work for others with anxiety and barriers to learning.
The document can be edited to insert names of specific staff in departments. Some learners may benefit from including photographs too.
This powerpoint provides an explanation of Comic strip conversations.
Their key functions are:
Visually working through a problem and identifying solutions
Systematically identifying what people say and do
Emphasising what people may be thinking
May provide insight into someone’s perspective of a situation
Excellent prerequisite to a social storyTM
Illustration of social skills which are abstract or difficult to understand
Their rationale is:
Visualisation and visual supports are useful for structuring learning and showing how individual components connect and interact
Useful for improving comprehension around conversation
Understanding other thoughts and feelings is just as important as understanding their words and actions.
This document guides staff though a reflective and analytical process when an individual has displayed behaviour perceived to be challenging. It seeks to support staff in exploring the reasons ‘challenging behaviour’ occurs and to promote reflective practice around education and support. The aim is to assist staff in understanding and meeting an individual’s needs so that challenging behaviour reduces. Those completing the process should consider the following key questions throughout the process:
• Was the individual seeking to escape a situation they were not ‘ready for’?
• Were the supposed consequences something they were actually seeking? e.g. Individual is put in ‘isolation’ but this may be relief to them if they are feeling social overwhelmed. Could this lead to the behaviour being repeated?
• Can more be done to teach coping, assertiveness and communication strategies to replace the challenging behaviour?
• Do staff consistently demonstrate a good understanding of an individual’s needs?
• Are opportunities to share good inclusive practice maximised?