Title: How To Accompany Children With Autism Spectrum Disorders (ASD) During Kindergarten
Type of the resource: Handbook/Guide/Manual
Funded by: The French Ministry for National Education
Authors: Emanualle Eglin ( Academy of Lyon)
Type of disability: Autistic Spectrum Disorder
Target education level: Early childhood
Language(s): French
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This is a free booklet to understand and support a child with autism spectrum disorders at school. It is composed of tracks of understanding of the TSA and practical tools which constitute an aid to the implementation of the accompaniment of the pupils carrying TSA. These are lines of thought for a better accompaniment, and not imperatives to copy / paste undifferentiated.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
It enables practitioners to review their service’s quality in terms of the inclusiveness of the physical, social and other learning environments it offers to children and families.
Sources and means of verification: (What are the sources of information for these indicators?)
The different facets impacted by ASD in the school context are described:
sensory processing of information,
executive functions,
central coherence,
the theory of the mind,
contextual blindness.
Advice is given to accompany children with ASD in the acts of daily life :
health,
security,
comfort,
management of time,
dressing and undressing,
toilet and hygiene,
meal,
trips.
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
This very complete booklet is primarily intended for children in kindergarten but it can both interest parents, teachers and all stakeholders involved in ASD, even with bigger children.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Contents of the book has been created to activate and support learning process through sensory and intellectual activities, motor activities, appropriate supports for structuring in the time and space, tools to better communicate and understand each other, pictures and images to remind the rules and instructions. In addition to that, there are tools to understsand social codes and learn the appropriate behaviours to allow a social and relational life with scenarios, positive reinforcement and emotional education tools.In addition to that there are advice to raise the student's environment to disability and prevent situations of crisis, isolation or conflict. Also it gives management paths to enable children with ASD to participate in all possible activities.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Achievement of the students are belonging on the professionals, teachers or parents. So, they have individual control over the process
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Resource must be downloaded from the web page
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Introduction
Understand to better support
The cognitive profile of the child with ASD
Accompany a student with ASD in the acts of everyday life
Accompany in access to learning activities
Accompany in the activities of social and relational life
Conclusion
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
To be applied by the professionals, teachers and parents of pupils who suffering from ASD
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Basic knowledge of ASD and in effects on pupils social and educational life
Attachment:
URL: http://cache.media.education.gouv.fr/file/Handicap/83/5/Livret_Autisme_414835.pdf
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