Part -1:
Provide support to students with autism spectrum disorder
Research questions- Applying learning from research
Over the years, Autism Spectrum Disorder has been labelled as a:
- Mental illness;
- Intellectual impairment;
- Social impairment;
- Behavioural impairment;
- Communication impairment.
The definition, social structure and understanding of Autism Spectrum Disorder ("Autism") has changed over the years, based on factors such as:
- The medical and health sector's understanding of Autism Spectrum Disorder and how it affects the cognitive and social functioning of a person;
- Achievements of people with Autism and their relationship and contribution to family, community and culture;
- Educational and social constructs which have evolved in their capacity to educate and engage with people living with Autism;
- Best practice regarding positive behaviour strategies;
- Legislation regarding anti-discrimination, disability in education, child-safety and inclusiveness in education;
- The rights and equity movement regarding people with a disability and mental illness.
Using the websites provided and your own research focus on information relating to:
a) historical context of autism, including reasons that it's been referred to and/or defined as a mental illness, intellectual impairment, social impairment and/or communication impairment over time;
b) achievements of people with Autism and the way that has affected their place within social settings and community;
c) the effect of Autism on effective teaching and learning process;
d) the importance of communication and effective communication techniques when working with someone with Autism;
e) reasons why responses to communication and behaviour must be positive and focused on learning, communication and function of behaviour.
Questions
Based on the research you have conducted:
1. What are some of the key changes in the way society sees and understands Autism? (100 words)
2. In your opinion, historically why was Autism considered to be a:
a. Mental illness (50 words);
b. Intellectual impairment (50 words);
c. Social impairment (50 words);
d. Communication impairment (50 words);
3. What are some of the effects of Autism on learning and development? (50 words);
4. What social difficulties might students experience, as a result of Autism, and why? (50 words);
5. Why is it important to respond in a positive manner when students with Autism demonstrate behaviour which is not appropriate in a school environment. Provide an example of some methods of responding positively? (100 words);
6. Explain the difference between a social impairment, a communication impairment, an intellectual impairment and a mental illness (50 words);
7. What was the significance of legislation and rights-based practice, with regard to changing the way people understand and respond, to students with Autism? (50 words);
8. What are some ways that Teacher Aides can support Teachers with students who have Autism in the classroom? (50 words);
9. How might Autism affect a student's interest in learning? (50 words);
10. What are some key and/or noted achievements by people with Autism. How have these individuals impacted the way society understands Autism? (50 words).
Part -2:
Contribute to organisation and management of classroom or centre
Task 1 - Reporting
1.1 Complete the Incident Report form on the following page recording your direct observations, only filling in the areas that relate to your reporting role as a Teacher Aide
1.2 Explain in 2 to 3 sentences why it is important to record and report incidents such as this. Issues you need to consider are duty of care, child safety and behaviour intervention.
1.3 Once the incident report has been completed, describe:
i. where and how it would be stored at your school
ii. who has access to the report
1.4 How would you respond to Mrs Smith's question, keeping in mind confidentiality issues?
1.5 Select TRUE or FALSE
Q As the Teacher Aide in Mr Mac's class: TRUE FALSE
1 It will not matter that you have taken resources from another classroom
2 You should have checked with Mr Mac the number of students in his class
3 It's not your fault there is not enough paddle pops and elastic bands for all students
4 You should have determined the correct amount of paddle pop sticks and elastic bands needed prior to setting up the experiment
5 The next time you will prepare the resources required for classroom activities well in advance and discuss the material needs with the teacher to determine if additional ordering is necessary
1.6 For each question from Task 1.5, explain in 1 to 2 sentences why you selected TRUE or FALSE.
Task 2 - Teacher Aide duties
In your role as a teacher aide you are required to perform various duties and tasks throughout the day and across the week.
2.1 In consultation with your classroom teacher, create a document, using appropriate technology that will be useful to manage your DAILY ACTIVITIES.
2.2 There are many different types of software programs/application systems that are suitable for creating your document in Task 2.1
Identify your chosen software and explain your reasons for selection. Considering the functions and features you used when creating your document.
2.3 In 2 to 3 sentences explain why both you and your teacher need to monitor your progress with allocated tasks. Include the importance for monitoring of:
- students' progress
- the effectiveness of resources and strategies
- your own skills and knowledge and need for training
2.4 Explain your communication strategies you would use to seek feedback from your teacher on your work performance to prevent any misunderstandings. Include both verbal and non-verbal techniques, considering active and reflective listening.
Task 3 - Administration procedures
3.1 Describe THREE (3) areas of concern you should have identified and communicated with the Deputy Principal and the teachers on the Monday and give a brief reason why.
3.2 You SHOULD NOT have used your photocopying code to carry out the teacher's photocopying requirements.
Investigate your school photocopying protocol and give a brief explanation as to why it is necessary to use the correct login codes.
3.3 The following actions carried out in the scenario are all INCORRECT.
In 2 to 3 sentences explain the correct procedure. You may wish to refer to your school for their administration procedures.
i. You noticed a red light flashing on the photocopier and it's making an unusual noise but you just ignore it and keep photocopying.
ii. The photocopier jams. You are unable to clear it and you leave it with the warning light flashing.
iii. You answer the phone with "Yes, hello".
iv. You tell the parent that you are just filling in and can she please ring back later. You hang up the phone.
v. You don't know the exact number of students in each class so decide to make an additional 10 copies just in case.
vi. You write a note for the teacher's that the photocopier is broken so you were unable to do their copying.
vii. You decide to go to morning tea as there is only 5 minutes to go before the bell rings
Task 4 - Out of Class Supervision
4.1 List the FOUR (4) ‘basic principles of safety' when supervising out-of-class activities.
(Note: Not the principles of good supervision)
Task 5 - Case Study
In consultation with your teacher, you are required to contribute to the organisation and preparation of a class activity. It can be either a group, one-on-one classroom activity or an out-of-class activity.
5.1 Complete the table below to respond to the following:
i. Identify the time of the activity as directed by the teacher
ii. Detail the curriculum subject/s of the activity (e.g. literacy, numeracy, HPE, cooking, art etc.)
iii. Provide a brief description of the learning needs of the students involved (disabilities or additional needs)
iv. Detail the equipment utilised (computers, photocopier, laminators, video player, interactive whiteboard etc.)
v. Provide details of materials, resources and or teaching aids used for this activity (paint, reader, games, iPod etc.)
5.2 In 4 to 5 paragraphs explain the information presented in the table for this class activity.
The report should include a description of:
i. The activity implemented, resources used and class level
ii. How you clarified the requirements given by the teacher so there were no misunderstandings (verbal ,writing, reflective listening)
iii. Process involved in requesting additional material/resources
iv. Strategies you used to explain the activity to both the teacher and students (include communication strategies)
v. How you gained feedback from the teacher on the progress of the activity.
vi. The clean-up or pack-up procedure after the activity, include both your actions and those of the students
vii. Any difficulties that arose with the activity
viii. Suggested solutions or recommendation for improvement to future activities
Part -3:
Portfolio of EvidencePortfolio of evidence
You are to develop a portfolio of evidence, which demonstrates your understanding of the tasks associated with the role of Teacher Aide, with specific regard to providing support to students with Autism Spectrum Disorder in a school environment.
Ensure all of the documents you produce are developed by you and not copies of publicly available documents or documents produced by other education providers.
Item 1 - Position description of a teacher aide
Develop a position description for the role of a Teacher Aide working with children in a primary school environment, with a focus on children with Autism Spectrum Disorder. Include information such as:
- The responsibilities of the person occupying this position;
- Expected daily tasks;
- Expected weekly tasks;
- Importance and methods for supporting teaching staff;
- Expected skills and attributes of the person occupying this position;
- Importance of working from a strengths-based approach;
- Communication skills necessary in the position.
This assessment should be 2-3 pages in length. The above points should be used as headings within this document to ensure that all key information is included.
Item 2 - Communication strategies to optimise learning for students with autism
Develop a one-page information report, titled ‘Communication Strategies to Optimise Learning for Students with Autism'. Within this information sheet, provide strategies, which are considered effective and not effective when communicating with students who have Autism.
This assessment should be approximately one page in length and you are welcome to use other modes of displaying your information, such as lists or tables.
Item 3 - Fact sheet of information regarding policies, procedures (from the school and/or the Queensland government) and legislation regarding the role of the teacher aide
Develop a Fact Sheet of Information, which lists and explains approximately 7-10 relevant policies, procedures and/or legislation, which may relate to the role of the Teacher Aide and/or the support of students with Autism Spectrum Disorder in a school environment.
It's expected that each policy, procedure and/or legislation referred to, includes a sentence (or two) which describes each of the following three points:
- Who this policy, procedure or piece of legislation directs, protects and/or informs;
- Where this policy, procedure or piece of legislation could be found within a school environment;
- Who is the best person to seek support about how to follow this policy, procedure and/or piece of legislation?
Attachment:- Assignment.zip