By Lynn Plimley
This source is helping educators aid scholars with autistic spectrum issues after they input secondary university, together with educating social talents, getting ready IEPs, and constructing paintings experience.
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Html) and defined as: • • • • • • Communication Application of number (AON) Information and communication technology (ICT) Problem-solving Improve own learning and performance (IOLP) Working with others. For youngsters with ASD, the key skills could be addressed within the PSHE, citizenship and other social skills programmes, such as the Social Use of Language Programme (SULP; Rinaldi, 1993) and Circle Time (Gold, 1999), in addition to National Curriculum subjects. It is important to include careers/work-related education, community participation and sporting/leisure and creative opportunities.
Planning the pr ogramme Lee (2003) points out that transition from school to work can be particularly challenging for individuals with ASD because of their poor communication skills and social behaviour. He says that stress levels can be heightened by having to face new situations, routines, settings and meeting a range of staff. He warns that this might result in an individual with ASD becoming withdrawn and such behaviour could be misinterpreted as aloofness or rudeness by other members of staff who might then increasingly choose to ignore the individual.
Working with parents may help to overcome difficulties when new clothing or sports items are bought. Another reason to hang onto clothes they have grown out of is a fear of growing bigger and becoming an adult. This will need sensitive handling by school and parents to convey the appropriate information about body changes and growth spurts. Olfactory and gustatory Taste/smell predominance People with ASD may have developed some strong preferences for food types, often focusing on foods with distinctive tastes (like Marmite and curries) or particular textures (crispy, smooth, chewy, crunchy).