How to Make School Make Sense

Overview

Every child's education relies on a partnership between parents, professionals and, of course, the child. This book gives parents of children with Asperger syndrome (AS) practical advice on how to make the most of this important partnership and work with schools to ensure their child's needs are being met.

The book explores how parents can prepare their child for school life and how they can work with teachers to improve the classroom environment, as well as the school ...

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Overview

Every child's education relies on a partnership between parents, professionals and, of course, the child. This book gives parents of children with Asperger syndrome (AS) practical advice on how to make the most of this important partnership and work with schools to ensure their child's needs are being met.

The book explores how parents can prepare their child for school life and how they can work with teachers to improve the classroom environment, as well as the school environment as a whole, for their child and consequently for the benefit of all pupils. Strategies include peer education, the use of visual cues and rules and effective communication between parents, teachers and support staff.

This clear, accessible book will be an invaluable guide for parents of children with AS and will also be of interest to the teachers and educational professionals who work with them.

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Product Details

  • ISBN-13: 9781843106647
  • Publisher: Kingsley, Jessica Limited
  • Publication date: 8/15/2008
  • Pages: 128
  • Product dimensions: 6.00 (w) x 9.20 (h) x 0.50 (d)

Meet the Author

Clare Lawrence is a teacher and mother of two children, one of whom has Asperger syndrome. Clare is a graduate of Oxford, York, Northumbria, Sheffield Hallam and Birmingham universities. She has a University Certificate in autism spectrum disorders and a post-graduate certificate in Asperger syndrome. For the last four years, she has been working closely with schools and exploring practical solutions on how to make school make sense for children with Asperger Syndrome.

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Table of Contents


Foreword 11 Preface 13 Chapter 1 Where Do We Start? What You Can Do by Yourself as Parent(s) 17
1.1 Get involved 18
1.2 Provide organization help for your child 20
1.3 Make the school aware of your child's home-based strengths 21
1.4 Make the teacher aware of what motivates your child 23
1.5 Form a group with other parents of pupils with AS - within school or in your area 23
1.6 Involve specialists 24
1.7 Share responsibility for your child's learning 25
1.8 Be involved fully in reviews 29
1.9 Share home or school information 30
1.10 Find out about visits (both to school and out of school) 33
1.11 Discuss the issue of homework 35
1.12 Provide continuity during holiday times 36
1.13 Invite members of staff home, especially the class teacher 37
1.14 Be aware of the school's anti-bullying policies, and be prepared to become involved quickly if issues arise 38 Chapter 2 Looking for Help Within the Classroom 41
2.1 Talk to the teacher about classroom look and layout 42
2.2 Provide specifics that already work 45
2.3 Be imaginative about TA support 48
2.4 Provide or suggest a whole range of visual cues and clues 51
2.5 Ask that break-time rules be made explicit 53
2.6 Agree on rules of etiquette to avoid 'rudeness' 55
2.7 Request differentiation to avoid problems 58
2.8 Reproduce work to be done in a more accessible format 60
2.9 Provide a laptop 62
2.10 Discuss provision of a workstation 63
2.11 Build a quiet area in class 65
2.12 Work with the teacher on the use of language 66
2.13 Ask that the learning goals of each session be made explicit, preferably in visual form 67
2.14 Encourage peer support 68
2.15Value the work done by the class teacher and the TA 69 Chapter 3 Whole-school Solutions 71
3.1 Request explicit rules 72
3.2 Create a quiet space 74
3.3 Create break-time zones 76
3.4 Draw together shared expertise and work on transitions 79
3.5 Request a pupil 'incident log' 82
3.6 Bells! 85
3.7 Create occupational therapy sessions before or during school 87
3.8 Look at identification or directions around school 88
3.9 Request social skills groups 89
3.10 Have a whole-staff philosophy (including non-teaching staff) 91
3.11 Look at representation of pupils with AS 92
3.12 Ask the school to provide a forum to put parents in touch with one another 94
3.13 Educate or inform peers and peers' parents 96
3.14 Consider siblings 97
3.15 Review sex education policy 99
3.16 Consider teacher personality 101
3.17 Facilitate school-wide communication 102 Chapter 4 Quick Reference: What to Do when Things go Wrong 105
4.1 Provide 'space' 106
4.2 Do not punish the behaviour 106
4.3 Treat the cause, not the effect, and provide an alternative response 107
4.4 Don't reinforce the wrong behaviour 108
4.5 Be your child's 'AS interpreter' 109
4.6 Locate the trigger 110
4.7 Check level of understanding 112
4.8 Check that you are clear about what you want 112
4.9 Consider giving up... 115 Index 119
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