Sharon Crump Acton Park Junior School – Speech and Language Unit. 7th November 2008 Speech and Language Impairment and Autism “….sometimes it’s like I’m a wasp trapped in a jar. I can see and hear the people all around me but every time I try to get into their world I just keep buzzing and bumping against the glass” Paul, 41 has Asperger Syndrome The National Autistic Society Scenario 1 How would you speak to the child? What would you say to him? When would you speak to him? Why comment at all? Getting to really know the child in your care?  Case Study  Identifying your difficulties – not the child’s  Having a goal and ways to achieve it  Never missing an opportunity – however small Skills for life  Information and Instructions broken down into small parts with each bit being specific and positive.  Don’t take anything for granted if it has not been taught he/she will not know it.  Accept only behaviour which is the norm for your schools setting.  Accepting grey areas – life is not all black and white. Working with the family  Being aware of home life  No problem is too small  Singing from the same hymn sheet!  Encompassing all –educating siblings  Being a shoulder to cry on. Scenario 2 What essential information do we need to share with them? What skills will they need to be given? How can we underpin the support given to the child? Sharing expertise  Social Use of language – Friends Group  Co-ordination sessions  Outside agencies  Training  Resource baskets  Being one step ahead – learning from experience My child has semantic and pragmatic difficulties. What are they? Semantics – PragmaticsIndirect speechEssential Words- GTCW Chartered Teacher Pilot– ‘Talk for thought’ Social scenarios are often talked through with others and when discussing a topic in school such as World War II or the Celts we think and talk about life in the past. But do we talk mathematics and if not why not? Scenario 3 How would you share them? What reasons would you give for Sharing them in this particular way? Can this be written in a mathematical way? Is talking for thought a valuable life skill? In Conclusion “ These children show a surprising sensitivity to the personality of the teacher. However difficult they are even under optimal conditions, they can be guided and taught, but only those who give them true understanding and genuine affection, people who show kindness towards them and yes humour.” Hans Asperger 1944 Thank you for listening. Any Questions?